Margaret McNair

Ed 420 – Unit plan

Title: Vandertramping all over the World!

Introductory statement of rational:

In this unit plan, I will be teaching the passé composé with the auxiliary verb être within

the context/theme of geography and the Francophone world. Students will also learn

geographical prepositions, geographical locations (especially regions of the French speaking

world), and ethnicity adjectives (especially Francophone ethnicities). Many of the “vandertramp”

verbs are used to describe a movement that can also be used, and are commonly used, for travel

from place to place. The past tense can be used to describe a trip which is incredibly useful for

students of French who may travel around the world. It is an essential grammatical concept made

more salient and connected through an interesting context. There are many cultural

representations of the French speaking world within this unit plan: geography, dialects and

pronunciation, music, people, and idiomatic expressions.

Culture is one of the most important and relevant aspects of a world language class

because it’s about understanding and making real connections with people. Students appreciate

real world applications and this unit plan achieves a connection between an essential grammar

concept and practical applications. Students enjoy music in the target language and they are also

mnemonic devices which aid memorization and encoding new information. Francophone songs

can be used to contextualize grammar, improve listening skills, and enhance learning. I believe

that studying the Francophone world is important because there is rich culture and history

beyond France that which students don’t often receive. Learning new and diverse ideas,

traditions, or sounds can open minds and peak new interests. Studying world languages offers an

opportunity to expand horizons and enter new cultural territory; I believe that music is one of the

best ways to connect with other people and cultures which is why it is highly represented in this

unit plan. Music is so important everywhere in the world and that universality is such a powerful

and amazing force. Music moves everyone in some way and it offers opportunity for individual

creative expression, which is also very important to high school students.

Skills and Content

This unit plan is aimed towards students in French 2 who have taken French 1 and they know

how to conjugate regular verbs in the present tense and the near future. They know some

irregular present tense conjugations. They have just learned the passé composé with avoir as the

auxiliary verb. This unit would be taught about 6-8 weeks into the year.

Grammar: They have just learned the passé compose with avoir (about a week ago) and this

unit plan will teach the verbs that are conjugated with the auxiliary verb être in the passé

composé. On Day 1 we will quickly review the fact that they’ve learned the passé composé with

avoir and then go right into the new material with être.

Another new grammar concept that they will learn is geographical prepositions. This

can be a difficult concept for English speakers because we use different prepositions to describe

going to, being in, being from, or coming from a place. The difficultly is compounded because

by the fact that French has masculine and feminine nouns. Gender adds another layer of

complexity; therefore, it is essential that students move away from direct translation and that

they understand the grammatical foundation of geographical prepositions. This is a very

important grammar concept to understand and English speakers tend to have difficulty with it,

often saying things they don’t actually mean.

The students have already learned about adjective agreement but we’re going to review

that through the specific lens of ethnicities. We’ll review adjective agreement (using ethnicity

adjectives as the context) because we’ll be talking about people and places all over the world.

The students need to have a solid command of the grammatical underpinnings of ethnicity

vocabulary (i.e. the fact that not all ethnicities take the same endings) and they will also expand

their vocabulary by learning new ethnicities.

Reading: Students will read a variety of song lyrics in French. Because music is meant to be

sung aloud, students will often collaborate in small groups and actually say/read/sing the lyrics

out loud. We will also sing them together as a whole class. We will read short articles about the

artists of the songs, the regions that they are from, or geographical maps (a different type of

reading skill, but nonetheless, an important one). We will read the French version of Eric Carle’s

“The Very Hungry Caterpillar” which is a familiar story and showcases some passé composé

with être in action.

Writing: Cloze activities with the songs, lots of class activities for guided practice with

grammar, homework and extended practice, written reactions about songs/music videos, verb

quizzes, and the final assessment which is a quiz.

Speaking: singing/saying/reading the songs, small group discussions, class discussions, all the

class discussions, and pronunciation practice especially: le son de la semaine and small group

class activities.

Listening: listening to songs, interviews/music on youtube, class discussions, partner practice,

listening to teacher/classmates speaking in class, and lots of classroom activities especially: la

dictée and le son de la semaine.

Culture: geography of the world with an emphasis on the French speaking world, flags of many

countries, world dialects and pronunciation, Haitian Creole, traditional songs, learning about the

vast diversity of French culture, learning about new artists/songs/famous Francophone people in

society.

Vocab: All the Vandertramp verbs in the infinitive, their past participles, the prepositions that

follow the verbs, the verbs être, aller, and venir conjugated in the present tense, geographical

names and articles, geographical prepositions, ethnicity adjectives. Geographical locations

i.e. continents, countries, states and large cities will be taught alongside the geographical

prepositions and some may be review and some may be new. The main vocabulary component of

the geographical location is memorizing the article i.e gender and number. The names of the

geographical locations should be identifiable in French (i.e. the students won’t be required to

spell the names.)

Day 1 - story

based grammar

Day 2 Day 3 Day 4 - D.I.

Day 5

Lundidiom: faire

la grasse

matinée.

Culture.

Quiz: grammar

conjugation of

être in the present

tense. 6pts.

Writing.

Song: Panama m

tonbe – Haiti

pronunciation

(Collect HW and

verb fans while

song is playing).

Culture,

listening.

Pronunciation:

Le son de la

semaine – la

voyelle [o].

Speaking,

listening.

Quiz: grammar

Verbe-a-thon!

Aller. 3 pts.

Writing.

Story Based

Grammar: passé

composé with

être. Listening,

speaking,

writing. vocab

Vandertramp

verbs and P.P.’s

Go over HW from

yesterday.

Writing and

proofing.

Note-taking:

grammar -

articles with

geography

vocab. Culture,

listening.

Grammar: teach

geographical

prepositions with

vocab and

Geography.

Listening,

writing.

Go over HW

orally using

popsicle sticks -

pronunciation.

Speaking

Note-taking

formal

explanation of

grammar with

vocab. Writing,

speaking.

Human bingo:

practice with

vocab: être verbs

in P.C. in

sentence form.

Listening,

speaking.

Geography:

practice with

geography vocab

and articles.

Speaking.

Guided practice:

note taking of

grammar and

vocab in class.

Listening,

writing.

Blog reading:

identify grammar

verbs in past

tense and

geography

location.

Reading

Guided practice:

worksheets with

passé composé

grammar and

verb vocab.

Writing,

speaking,

listening.

Reading: La

Chenille qui fait

des trous with

grammar and

pronunciation.

Reading.

White Boards:

practice with

geography

vocab. PPT.

Memorizing the

article.

Listening.

Où est Jacques:

ppt and map

activity with

geography and

grammar.

Speaking.

Song Cloze

Activity: Si t’as

été à Tahiti,

Albert de

Paname -

grammar.

Listening,

culture,

(writing).

Tic Tac Toe:

verb conjugation

with grammar

and vocab.

Reading,

writing (trouvez

les erreurs).

Songs and videos:

examples of

mnemonic

devices for

grammar.

Listening,

speaking.

Tapette: practice

with a partner

with geography

and vocab using

maps. Speaking.

Exit Ticket:

practice with

grammar and

vocab.

Speaking,

listening,

writing.

Dictée: practice

listening and

writing a dictée

read aloud;

grammar of P.C.

and geo preps

Homework:

extended

practice

worksheets on

the passé

Homework: make

a vocab fan using

15 être verbs,

worksheet,

Papillon story.

Homework:

worksheet on

country articles,

country flag.

VAT Friday:

Homework:

extended practice

with

geographical

prepositions.

Homework:

study for

geography quiz

Monday.

composé,

battleship, study

for être quiz

tomorrow, VAT

Friday: aller.

VAT Friday:

aller.

aller. VAT: aller.

Day 6 Day 7 coop learn Day 8 coop learn Day 9 Day 10

Lundidiom: Bâtir

des chateaux en

Espagne.

Culture.

Intro: Coop

learning

explanation.

Listening

Warm-up: Recap

grammar with

Letter Group.

Speaking

Pronunciation:

Le son de la

semaine – [s] vs.

[z]. Speaking,

listening

Quiz: grammar

Verbe-a-thon!

Venir. 3 pts.

Writing.

Tapette: Partner

review and

practice for

geography quiz.

Speaking

Step 1 and 2:

individual work

with grammar

review adj.

agreement vocab

review the

ethnicity

adjectives.

Reading,

writing

Jigsaw: teach

peers grammar

and use vocab.

Speaking,

listening,

writing

Go over HW:

using grammar

and vocab,

sentences about 3

ppl, read with

partners, share

aloud. Writing,

speaking

Song: Disco et

fait-do-do. Cajun

culture and ppt.

Joli blond

pronunciation.

Culture,

listening,

reading.

Quiz: geography

locations and

articles. 20

locations and 20

pts. Writing

Step 3 and 4:

group work

grammar review

adj. agreement

vocab review the

ethnicity

adjectives.

Speaking,

writing

Avalanche:

group activity

with grammar

and vocab.

Writing

Gender name

game: dual-

gender name

paired with

adjective

practice vocab

and grammar.

Speaking,

listening.

Imaginez! Using

grammar and

vocab. Writing,

reading

Song:

pronunciation

Les Maudits

Français, Lynda

Lemay.

Listening,

culture.

Step 5: group

work generate

grammar rule

grammar review

adj. agreement

vocab review the

ethnicity

adjectives.

Speaking,

writing

Avalanche:

group activity

with grammar

and vocab -

emphasis on

pronunciation.

Speaking

White boards:

individual

practice of

grammar and

vocab. Writing,

speaking

Où suis-je?

Describe a

location using

circumlocution

and geographical

vocab and

grammar.

Speaking,

listening.

Fake pop quiz:

with

vandertramp

verbs vocab –

Wrap-up: check

in with me and

hand in packets

as exit ticket.

Wrap-up:

individual

worksheets with

grammar and

Board Practice:

using grammar

and vocab to

practice

translation and

meaning.

Writing

Writing vocab as exit

ticket. Writing

comprehension,

listening,

writing, proof

reading

Homework:

Search for the

names of 3

Francophone

people (due

thurs). VAT

Friday: venir.

Homework:

VAT Friday:

venir. Prepare to

teach peers.

Homework:

VAT Friday:

venir. Bring the

info on 3

Francophone

people!

Homework:

VAT 2m: venir.

Homework:

study

Day 11: Final Assessment!

KEY!

Quiz = red

Grammar = green

Verbe-à-thon = vert

Homework = yellow

Vocab = pink

Pronunciation = purple

Activity = underlined

5 Domains = bold

Geography = blue

Teacher Thinking

DAY 1 – Story based grammar lesson

1. Objectives and Goals

By the end of this lesson, students will be able to….

Understand a new idiomatic expression and use it in the past tense

Form the passé composé with the auxiliary verb être

Use the new verb vocab and grammar rules to say and write short phrases in the passé composé

Play tic tac toe to practice written conjugations

This lesson is the introduction to verbs that are conjugated with the verb être in

compound tenses, specifically with the passé composé in this lesson. The idiom kicks off the

lesson into the story based grammar. This lesson includes learning the meaning of the verbs,

grammatical formation, conjugation, spelling and agreement, pronunciation and WHEN/WHY to

use être as the auxiliary verb in passé compose, as opposed to avoir as the auxiliary verb. The

context is a made-up story that includes the être verbs, aka Vandertramp verbs aka ‘house verbs.’

Students will take notes and participate in guided practice activities. There is also homework for

extended practice of the material.

2. Class Details

This is a French 2 class in a high school. This lesson is taught 6-8 weeks into the school year.

There are 25 students in the class. The class period is 55 minutes long.

3. 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.

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.

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.

4. Materials

For the idiom, the expression will be written on the board. Dictionaries will be placed on every

other desk for the students before they arrive to class.

The guided practice worksheets will be completed in class and the extended practice worksheets

are homework. They will be printed and distributed to students.

I will use an overhead projector/Elmo to write in the words along with the students while I say

the story and then when we take notes.

I will use my computer and a projector to display the story with the highlighted parts of speech. I

will write the notes that I want the students to write in their notebooks on a projector or on the

board. (The notes I have below are extensive because they’re my notes and I wouldn’t write all

of them nor expect the students to take down all those notes; they’re my preparation notes for the

lesson).

I always have candy!

Prior knowledge/anticipated problems:

Some of the most common issues that students have with the passé composé with être are

memorizing/remember which verbs require être in the passé composé and then understanding

why. This lesson helps with memorization because the story gives the verbs meaning within a

context. The story is a little bit cheesy and somewhat forced, but it is memorable and funny as

well. It uses the same verbs that are included in the Dr. and Mrs. Vandertramp mnemonic device

and that overlearning may help some students remember the verbs better than just using the

acronym.

Understanding why these verbs require être may also help students to remember the

verbs. The story can also help them memorize the prepositions commonly follow the verbs,

which is always a challenge for French language learners. For this lesson I am intentionally not

teaching the verbs that can use avoir OR être in the passé composé because they can be transitive

and intransitive because I just think that’s too much information to take in all at once. Students

tend to have trouble remembering which verbs are être verbs and I think it is important to

establish that aspect of learning first and then move on to the verbs that can be used in both

ways.

5. Procedure/Steps of the lesson

1. Lundidiom: 5 minutes

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.

On Mondays, the students are introduced to new a new idiomatic expression. They attempt to

understand the expression and determine the English equivalent of the expression. This is an

established activity that is titled “Lundidiom” (lundi + idiom) and it occurs weekly. The idiom

chosen for the day is meant to tie into the current topic/unit. The expressions should be useful,

used by native speakers, interesting/fun, and it is helpful if there is an English equivalent, though

it is not necessary because there are French expressions that simply don’t exist in English (in that

case an interesting discussion could take place about cultural representations, or lack thereof,

through language). Standard 3.2: Students acquire information and recognize the distinctive

viewpoints that are only available through the foreign language and its cultures.

This is also the “bell work” for Mondays. The students arrive and there is a new idiom

written on the board. Dictionaries are placed on every other desk and the students may work

alone or in groups of 2-3. Standard 1.1: Students engage in conversations, provide and obtain

information, express feelings and emotions, and exchange opinions. They should get started right away

because this is an established activity so there is no need for detailed instructions. Their task is to

try to understand the idiom: they will translate the words using the dictionary if needed, explain

its deeper meaning, and give the English equivalent if it exists. Idioms will range in difficulty but

the chosen idioms should be challenging enough that the students don’t quickly know the

expression with a word-to-word translation. This is also an opportunity for students to practice

using the dictionary in a structured activity. If students struggle to understand the expression,

that’s ok! This activity is meant to be challenging, interesting, and fun. After the bell, the

students have 3 minutes to work on the expression on their own and then we come together as a

class and discuss our ideas and findings for 3 minutes.

“Lundidiom” for Day 1 -

Faire la grasse matinée = to sleep in/to sleep late

-to oversleep on accident (i.e. the alarm didn’t work)

-to plan on sleeping in late over the weekend

-to sleep longer than usual

-faire la grasse matinée /fɛʁ la ɡʁɑs ma.ti.ne/ (se conjugue, voir la conjugaison de faire)

1. Rester au lit après son réveil ou bien après l’heure habituelle ; dormir, se lever tard dans

la matinée.

o Qui a la réputation de se lever avant l’aube, il peut sans crainte faire la grasse

matinée.

Étymologie

Cette expression date du XXe siècle. Toutefois, au XVIe siècle, on disait déjà dormir la

grasse matinée. L’adjectif gras est issu du latin crassus qui signifie épais. Faire la grasse

matinée signifierait donc rester longtemps dans l’épaisseur du sommeil. Mais cela

évoque également la paresse, le côté mœlleux du sommeil, ainsi que le fait que l’inactivité

de la grasse matinée puisse faire grossir.

http://fr.wiktionary.org/wiki/faire_la_grasse_matin%C3%A9e

http://fr.wiktionary.org/wiki/grasse_matin%C3%A9e

If they get it on their own, that’s great! We will hold a class discussion for 3 minutes. If

they don’t figure it out, I can go through the mental steps aloud with them to try to help them to

come to the conclusion on their own. I could say, has anyone heard of Mardi Gras? Do you know

what it means? What else do you think ‘fat morning’ could mean? The reason that I chose this

idiom is because they have just learned the passé composé with avoir as the auxiliary verb and

this is an expression that is usually used in the past tense: J’ai fait la grasse matinée ce matin. It

is a widely used expression and it also leads into my made up story for the day.

I will transition to grammar through the expression by telling the students that I slept in that

morning because I was out late. (Also, while the students were working during the first few

minutes of class, I will be handing out the blank house worksheets).

2. Grammar Story: 25 minutes

http://french.about.com/od/grammar/a/passecompose.htm

http://french.about.com/od/grammar/a/etreverbs.htm

So this is the story part! I will describe why I slept in late because I was out last night at a

party. The story is totally made up and it describes a silly evening and all the vandertramp être

verbs are used in the story. I will telling the story in English and when I get to a part that uses an

être verb, which is pretty much every sentence, I will first say the sentence in French, then

English, and then restate the sentence in French. During the story, I will write the past participle

on the appropriate line. My empty house sheet will be projected and the students will each have

their own paper copy. The lines are numbered in the order of events and the students will write

down the past participle on their own sheets along with me.

Next I will project the story in the un-highlighted version and ask the students what they

notice. They’ve just learned (last week) the passé composé but it’s all still new. They know that

it is a compound tense with an auxiliary verb and a past participle, but they’ve only learned the

auxiliary avoir. So (hopefully!) they notice that the helping verb is être and that the past

participles have extra letters, the agreement with the subject. If they don’t make these

observations I can ask probing questions such as, is this auxiliary avoir? What is different about

the past participles? Why does this past participle have an extra ‘e’, ‘s’ or ‘es’? What is different

about these sentences? What do you notice about the words after the past participles?

Then I will show them the highlighted version that distinguishes the different parts of

speech and the agreement.

Then we will discuss the REASON why some verbs take être and others take avoir as the

auxiliary verb in the passé composé. I have an un-highlighted version with sentences that are

similar. Then the highlighted version comes and if they haven’t figured it out yet, this makes it

very obvious. I want to make it very clear that être verbs are intransitive and what that means and

what the implications are for grammar.

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign

language.

I will say: “Intransitive means there is no direct object following the verb. Verbs are

conjugated with être because they are intransitive and they have no direct object. A direct object

receives the action of a transitive verb. Verbs are conjugated with avoir when the verb is

transitive. This is so important to understand and it is essential to memorize which verbs require

être vs. avoir because it has important implications for more complex grammar concepts. Further

down the road it is essential to know which verbs are intransitive, what prepositions follow

which verbs, and which object pronouns are used to replace objects of the verb. Take home

points: être verbs are intransitive: NO direct object. Avoir verbs are transitive: YES direct

object.” I certainly don’t expect all of this to make sense but this is an introduction to that notion

because it gets more complicated and I just need to throw it out into the classroom atmosphere.

Transition to note taking! Students take out their notebooks. Sortez vos cahiers !

3. Note-taking: 5 minutes

We will take notes together and this is simply the formal written explanation of the use of

être in the passé composé. I will say this and write it on the board; the students will write it in

their notebooks:

“When the auxiliary verb is être, the past participle must agree with the subject in gender and

number.” Then I will ask the students to conjugate the verb devenir in the passé composé orally

and I will write it down on the board. This will be the example that they can refer back to in their

notes.

DEVENIR (être verb)

je suis devenu(e) nous sommes devenu(e)s

tu es devenu(e)

vous êtes devenu(e)(s)

Il/on est devenu

ils sont devenus

elle est devenue

elles sont devenues

We will also write: The verbs in the zombie story are all intransitive verbs of a certain kind of

movement. Intransitive means there is no direct object following the verb. Verbs are

conjugated with être because they are intransitive: they have no direct object. Être = intransitive

= NO direct object!

Transition to guided practice! While they are writing on the overhead I will pass out the sheet to

the people waiting and/or just place them on their desks.

4. Guided Practice: 10 minutes

From here I will place the guided practice worksheet on the overhead projector and have

students come up and fill in the story. They can choose whichever blanks they want and I will

pick students randomly with Popsicle sticks. There is really no way to know who wrote which

answer which is meant to relieve some social pressure on correctness. We’ve just gone over the

words in the story and they actually have the past participles with them (because they wrote them

down during the story part) so if there are any wrong answers then that is a clear indicator that I

did not explain it well/we have some more learning to do. We will go over the answers together

and correct any mistakes.

Then for the sake of neatness and clarity, the correct version will be projected and the

students will write on their own copies and we can go over it all together. I will use the verb in

the past tense and have the students repeat so that they can get accustomed to the sound of être as

the auxiliary verb. (The liaison between aux and allé/arrivé is optional but commonly done, so I

would do it because it’s more commonly done than not, but also tell the students it’s not wrong if

they don’t do it).

Transition to activity: the guided practice is over and now you are going to practice with a

partner by playing Tic Tac Toe! Explain the activity while passing out the worksheets.

5. Activity: Tic Tac Toe: 10 minutes until the end of the hour

Then the students will play tic tac toe in pairs for the remainder of the class period. The 6

verbs chosen for this activity are: mourir, naître, aller, venir, monter, and descendre. I will write

the verbs on the board and say, “Use 1 verb for each game and play 6 games. Turn in your sheets

when you’re done.” The meanings are opposites of each other and they past participles are

somewhat odd so they’re good to practice. The students can use their notes and whoever wins the

most games can get candy at the end of class.

The game is played like this: there is a 3X3 grid and each square has a subject pronoun in it.

Student 1 picks any square and conjugates the verb in the passé composé to that subject pronoun.

So if the student chooses ‘il’ for the verb ‘mourir’ then she writes il est mort in the square. Then

student 2 chooses a square and conjugates the verb mourir to the pronoun of his choosing. The

object of the game is to win at tic tac toe, to make a line of 3 squares across, vertically, or

diagonally, of one’s own conjugations.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

What makes the game interesting is that if someone makes ANY mistake then the other

person can steal the square by correcting the error. I.E. if student 1 writes elles sont morts and

student 2 recognizes the mistake, then student 2 can fix the conjugation, steal the square, and

make another move. That’s how you gagner! Cats game = no winner. If each student wins an

equal number of games, then both students can have a piece of candy. They must present the

worksheet before leaving. This game involves writing but it is also a proofing exercise which is a

really important skill to practice.

Homework: extended practice worksheets of verbs and grammar concept, battleship verb

conjugations of ÊTRE verbs in the present tense with their past participles & the verb être.

6. Assessment/Evaluation

What will the students do to demonstrate they are able to do what you have listed as your

objectives?

Idiom – this is a warm-up activity so there is no formal assessment. Students will use the first

few minutes of class to try to figure out what the expression means. We will have a class

discussion about the expression and I will use it in a sentence and have the students repeat it for

pronunciation practice.

Grammar – the house worksheet will be passed out to students and they will be told to take

notes on it as I do the same on the overhead. I will have the empty house on a projector screen

and write in the verbs in order during the story. The students will also write the verbs in the

blanks on their papers. At the end, it will look like the filled in house.

Note taking – students will take notes in their notebooks, I will make certain that every student

has a notebook and is writing, and I can walk around periodically to make sure they’re on task.

Speaking – students will repeat short sentences with subject + aux + PP in order to practice

saying and hearing the formation of être verbs in the passé composé. (These sentences are taken

from the story).

Guided practice – students will come up to the projector and write answers down to fill in the

sentences of the story. Then we’ll go over the answers, discuss mistakes, and I will project the

entire correct version.

In class activity – students will play “tic tac toe” with a partner and I will walk around while

they are playing to get a sense of their comprehension. I will also be available to answer

questions.

7. Reflection

- Je suis sortie ce weekend.

- Je suis allée à une fête.

- Mon amie Julie est venue avec moi.

- Nous sommes arrivées à 21h00 et entrées dans la maison.

- Nous sommes restées au rez-de-chaussée.

- Ensuite, nous sommes montées aux escaliers.

- Julie est tombée par la fenêtre.

- Je suis descendue en courant.

- Julie est morte mais… elle est née à nouveau comme

zombie !

- Il est devenu urgent de partir.

- Nous sommes parties de la fête à 22h00 et nous sommes

rentrées à mon appartement.

- Julie est retournée à la fête et après un peu de temps, elle

est revenue chez moi.

- Je __________ _______________ ce weekend.

- Je __________ _______________ à une fête.

- Mon amie Julie _________ ____________avec moi.

- Nous __________ _______________ à 21h00 et

__________ dans la maison.

- Nous __________ _______________ au rez-de-chaussée.

- Ensuite, nous __________ ______________aux escaliers.

- Julie __________ _______________ par la fenêtre.

- Je __________ _______________ en courant.

- Julie __________ _______________ mais… elle

__________ ______________à nouveau comme zombie !

- Il __________ _______________ urgent de partir.

- Nous __________ _______________ de la fête à 22h00 et

nous __________ _______________ à mon appartement.

- Julie __________ ____________ à la fête et après un peu

de temps, elle __________ _____________chez moi.

- Je suis sortie ce weekend.

- Je suis allée à une fête.

- Mon amie Julie est venue avec moi.

- Nous sommes arrivées à 21h00 et entrées dans la maison.

- Nous sommes restées au rez-de-chaussée.

- Ensuite, nous sommes montées aux escaliers.

- Julie est tombée par la fenêtre.

- Je suis descendue en courant.

- Julie est morte mais… elle est née à nouveau comme

zombie !

- Il est devenu urgent de partir.

- Nous sommes parties de la fête à 22h00 et nous sommes

rentrées à mon appartement.

- Julie est retournée à la fête et après un peu de temps, elle

est revenue chez moi.

Comparez le passé composé :

avoir être

Il a vu la plage. Il est allé à la plage.

Elle a fait cette maison. Elle est restée dans cette maison.

Ils ont loué l’appartement. Ils sont partis de l’appartement.

Comparez le passé composé :

avoir être

Il a vu la plage. Il est allé à la plage.

Elle a fait cette maison. Elle est restée dans cette maison.

Ils ont loué l’appartement. Ils sont partis de l’appartement.

Notes:

The passé composé is the most common French past tense, often used in conjunction with the

imperfect. The passé composé can express any of the following:

I. An action completed in the past

As-tu étudié ce weekend ? Did you study this weekend?

Ils ont déjà mangé. They have already eaten.

II. An action repeated a number of times in the past

Oui, j'ai mangé cinq fois hier. Yes, I did eat five times yesterday.

Nous avons visité Paris plusieurs fois. We've visited Paris several times.

III. A series of actions completed in the past

Quand je suis arrivé, j'ai vu les fleurs. When I arrived, I saw the flowers.

Samedi, il a vu sa mère, a parlé au médicin et a trouvé un chat.

Saturday he saw his mother, talked to the doctor, and found a cat.

The passé composé has three possible English equivalents. For example, j'ai dansé can mean

1. I danced (simple past)

2. I have danced (present perfect)

3. I did dance (past emphatic)

The passé composé is a compound conjugation, which means it has two parts:

1. present tense of the auxiliary verb (either avoir or être)

2. past participle of the main verb

When the auxiliary verb is être, the past participle must agree with the subject

DEVENIR (être verb)

je suis devenu(e) nous sommes devenu(e)s

tu es devenu(e)

vous êtes devenu(e)(s)

Il/on est devenu

ils sont devenus

elle est devenue

elles sont devenues

An auxiliary verb, or helping verb, is a conjugated verb used in front of another verb in

compound tenses.

In French, the auxiliary verb is either avoir or être. All French verbs are classified by which

auxiliary verb they take, and they use the same auxiliary verb in all compound tenses. Most

French verbs use avoir. The following is a list of verbs and their derivatives that require être:

aller to go

arriver to arrive

descendre to descend / go downstairs

(redescendre to descend again)

entrer to enter

(rentrer to re-enter)

monter to climb

(remonter to climb again)

mourir to die

naître to be born

(renaître to be reborn, born again)

partir to leave

(repartir to leave again)

passer to pass

rester to stay

retourner to return

sortir to go out

(ressortir to go out again)

tomber to fall

(retomber to fall again)

venir to come

(devenir to become

parvenir to reach, achieve

revenir to come again, come back)

These are all intransitive verbs of a certain kind of movement.

For all verbs conjugated with être, the past participle has to agree with the subject in gender and

number in all compound tenses:

Il est allé. - He went. Elle est allée. - She went.

Ils sont allés. - They went. Elles sont allées. - They went.

Verbs are conjugated with être because they are intransitive (have no direct object).

Intransitive verbs

One very important thing to remember is that verbs only use être when they are intransitive (do

not have a direct object).

Prénom : Date : Heure :

Je Ils Nous

Vous Tu Elle

Elles Il On

Elle Elles Je

Nous Il Vous

Tu On Ils

Nous Elles Il

Elle Vous On

Je Tu Ils

Il Tu Elles

Nous Je On

Elle Vous Ils

Ils Elle Vous

Tu Nous Elles

On Je Il

Vous Elle Tu

Il Nous Je

Elles On Ils

Prénom : Date : Heure :

Now that you know how to conjugate verbs in the passé composé with the auxiliary être, you can

say/do so much in French! Here are some of the verbs in their infinitive form.

Write the past participle & meaning

Descendre = _______________________ __________________________

Rester = ___________________________ __________________________

Monter = __________________________ __________________________

Rentrer = __________________________ __________________________

Sortir = ___________________________ __________________________

Venir = ___________________________ __________________________

Aller = ___________________________ __________________________

Naître = ___________________________ __________________________

Devenir = _________________________ __________________________

Entrer = ___________________________ __________________________

Retourner = ________________________ __________________________

Tomber = __________________________ __________________________

Revenir = __________________________ __________________________

Arriver = __________________________ __________________________

Mourir = __________________________ __________________________

Partir = ___________________________ __________________________

Passer = ___________________________ __________________________

Formation

In order to form sentences with these verbs in the passé composé, you need:

Subject + present tense of être + past participle (agrees in ________& ___________with subject)

Prénom : Date : Heure :

With verbs conjugated with être as the auxiliary verb in the passé composé, the past participle

agrees in _________________ and _________________ with the _________________.

First, conjugate the verb être in the present tense:

Je _________________ Nous _________________

Tu _________________ Vous _________________

Il/elle/on _________________ Ils/Elles _________________

Be a detective! There are 10 details missing from this paragraph. Help Isabelle describe what she

did last night by filling in the important parts!

Isabelle _________ sorti__ hier soir. Elle _________ allé__ au cinéma. Elle _________

arrivé__ à 1900. Ses amies _________ arrivé___ à 19h15. Elles ont regardé le film et elles

_________ parti___ à 22h30. Isabelle _________ rentré__ à la maison à 22h45. Ses amies

_________ rentré___ à 22h50.

Answer the following personalized questions. Hint: make sure your subject agrees!

1. Quand es-tu né(e) ?

2. Es-tu sorti(e) cette semaine ? Où es-tu allé(e) ?

3. À quelle heure es-tu revenu(e) chez toi ?

4. Comment es-tu venu(e) à l’école aujourd’hui ?

5. Connais-tu quelqu’un qui est devenu célèbre ? Si oui, qui ?

6. Ta famille et toi, où êtes-vous allé(e)s l’été dernier ?

Je Tu Il/Elle/

On

Nous Vous Ils/Elles P.P.

ÊTRE

D

R

M

R

S

V

A

N

D

E

R

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R

A

M

P

DAY 2

1. Objectives and Goals

By the end of this lesson, students will be able to….

Conjugate the verb être in the present tense

Go over homework

Pose and answer questions using être verbs in the passé composé

Read “the very hungry caterpillar” in French

Learn a mnemonic device

The goal of the être quiz is to really drive home the importance of this verb and to make

certain that are students can do this. When we go over homework the students will actually have

to re-write many of the answers on the board which will give them the opportunity to continue

the practice of writing the verbs. We will also say the answers which will provide opportunity for

pronunciation practice. The human bingo activity provides very specific practice on speaking

and listening. All of the questions are in the ‘tu’ form and all the answers will be in the ‘je’ form

so the students focus on two verb conjugations for this activity. When we debrief, many other

questions will be asked using il, nous, vous, and ils as well as the negative. The extensive debrief

includes many more aspects and brings the whole activity together. The reading showcases the

passé composé with être and some new vocab in a familiar story. The students will locate the

passé composé and then write a follow-up story about the butterfly for homework. The songs are

great as mnemonic devices and give the students a fun way to practice their memorization.

2. Class Details

This is a French 2 class in a high school. This lesson is taught about 6-8 weeks into the year.

There are 25 students in the class. The class period is 55 minutes long.

3. 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.

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.

4. Materials

Students will need: writing utensils, blank paper and their homework from yesterday.

I will need: different colored markers, extra paper, a board with different colored chalk/dry erase

markers, the human bingo sheets for each student, copies of the story for each students, my

computer, sound capabilities, internet, and overhead projection.

5. Procedure/Steps of the lesson

1. Être quiz: 3 minutes

This is a 6 point quiz on the present tense conjugation of être = to be. Standard 3.1: Students

reinforce and further their knowledge of other disciplines through the foreign language. This is the first

verb that students learned in French 1 and it should be a review but there are always students

who struggle with memorization and conjugation. The purpose of this quiz is to really drive

home the importance of this verb because it is impossible to form the past tense of être verbs

without knowing the present tense conjugation of être.

I told students about the quiz Monday (yesterday) so it’s not a pop quiz. They will be told to

get out a half sheet of paper, number it 1-6, write the 6 pronouns, and write their corresponding

verb conjugations. While they are taking the quiz, I will hand out a marker to each student. After

they have completed the quiz, each student will put their pens/pencils away and use only the

marker to correct a neighbor’s quiz. I will ask them to say the conjugations aloud, I will write the

conjugation on the board, say the conjugation, and the students will repeat it. They can show

their neighbor the score and then the quizzes are to be collected. There are no half points; all

spelling, accents, and conjugations must be perfect. The score is out of 6 points. For a quick

assessment, I’ll ask the class who got 6/6 and then 5/6. The students will pass in the quizzes.

Transition to homework: while students are handing in the quizzes, tell them to sortez les devoirs

and go up to the board and write in answers from the homework.

2. Go over HW: 15 minutes

After the quiz, students will be asked to take out their homework that was assigned

yesterday. (I will have already numbered the board). I will instruct them to go to the board and

write in an answer to one of the homework questions. While they are writing, I will ‘check-in’

the homework. Students are allowed to choose which question they want to respond to and

because everyone is kind of going at once, it’s very difficult to know whose answer is whose.

This is meant to create some anonymity so that no one feels too much pressure about providing

their answer to the class. They sit back down and we will go over the homework together as a

class and correct answers will be given a ‘yes’ with a check mark and wrong answers will be

discussed. Students are encouraged to correct each other’s mistakes and some may be asked to

come to the board to correct someone else’s error. Any student who has not completed the

homework must fill in the answers with a marker or red pen so that I know his/her homework

wasn’t complete. The student is also involved in the checking process and can’t get out of the

activity simply for not having completed the assignment. The homework is all self-check and it’s

not graded on correctness because: it’s a new grammar point, it wasn’t very complicated, and

because we went over it together as a class.

Transition to activity: For a quick assessment I’ll ask the class to show me a thumbs up, thumbs

middle, or thumbs down for how they think they did on the homework.

3. Human Bingo: 12 minutes

This is an activity that gets the students up and moving and talking to each other. Each

student is given a piece of paper with a circle divided into pie slices. In each slice there is a ‘yes

or no’ question in the passé composé and the students walk around and ask each other these

questions. Before beginning, I will read each sentence aloud and have the class repeat so that

they can hear the correct pronunciation and practice it before starting the activity. Any confusion

about word meaning will also be discussed at this time. To check for attentiveness, I will choose

random students to translate the sentences into English. The object of the game is to find as many

‘yes’ answers to questions to fill out the sheet. No peer can be used twice to fill out the chart; this

is meant to promote interaction with as many people as possible. Those who fill out the entire

circle win bonbon. 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.

It’s sort of silly because theoretically anyone could lie and say yes to a question or a

student could lie and write in random names, but I’ve found that they’re actually very

honest when doing this activity. Nonetheless, as a way to prevent cheating I’ve decided I

can ask the winning student/s who it was who answered yes to their questions. So if one

of the questions was, have you been to Canada? I would ask the student, who has been to

Canada? And the response would be: (someone’s name) has been to Canada. It’s also

good practice with conjugating verbs with different subjects.

I can also ask the question to the whole class and people can participate by raising their

hands and collectively answering, I have been to Canada, and they’re still involved even

if they didn’t win the game. When someone doesn’t raise their hand, I can ask, did he go

to Canada? A student can respond in the negative to get that practice in too. This is

entirely practice speaking and listening. There is less emphasis on comprehension

because they’re just yes/no questions. Students tend to struggle with the auxiliary verb

because they’ve learned that avoir is usually the auxiliary and it takes some practice

getting used to which verbs require être. This activity is meant to practice saying and

hearing verbs with être as the auxiliary verb and to train the ear to get accustomed to the

correct sounds.

Transition to story: I will hand out copies of the story while I give directions.

4. Read story: 15 minutes

We will read the French translation of the Eric Carle book “The Very Hungry Caterpillar”

because it showcases the passé composé with être and some new vocab in a familiar story. The

story will be projected and the students can read along with their own copy. I want each student

to have a personal copy to write notes on and keep. Students will be told that we will read the

story aloud together as a class and readers will be chosen at random. But first, they will turn to

their neighbor and read the story to each other and they have 5 minutes. I want to create some

accountability which is why readers will be chosen at random but I don’t want them to feel too

much pressure which is why they have the opportunity to practice reading to each other. As

they’re reading aloud to each other, they should circle words that they don’t know but also

highlight any verbs in the passé composé. After 5 minutes, we will read the story together as a

class. Each sentence will be read by a different student. We will discuss words that the students

circled to clarify understanding and we will discuss the ways in which the translation from the

original has changed and why. Standard 4.1: Students demonstrate understanding of the nature of

language through comparisons of the language studied and their own. HOMEWORK: Now write a

short story about the papillon! Use 5 être verbs in the passé composé. Draw 5 pictures.

Transition to song: I will begin playing the music.

5. Songs: 10 minutes

We will listen to and sing songs on youtube that are mnemonic devices for the vandertramp

verbs to the tune of popular songs. Standard 3.2: Students acquire information and recognize the

distinctive viewpoints that are only available through the foreign language and its cultures.

The original lyrics have been swapped for the vandertramp verbs along with the rules for

conjugation in the passé composé. This practices listening, speaking/singing, and reading skills

for the new content. The purpose for playing these songs is so that the students have a mnemonic

device for the grammar concept.

http://www.youtube.com/watch?v=-TpxOg3jZ9g

http://www.youtube.com/watch?v=n_x-P74pomM&feature=fvwrel

http://www.youtube.com/watch?v=d47xcnah14w&feature=fvwrel

http://www.youtube.com/watch?v=greiw9CNMHs&feature=related

http://www.youtube.com/watch?v=S6iGhCauP_I&feature=related

With any remaining time, I will continue to play the clips.

Homework – make a vocab fan using 10-12 vandertramp verbs. A vocab fan is a piece of paper

that is folded like fan and each column switches from French to English and back. French vocab

words are written in the first column then translated to English in the second column. Then the

first column is folded back out of sight and the second column of English is translated into

French in the 3rd

column. Etc. There are also extended practice worksheets on the passé

composé with être. Study for VAT on Friday: aller. Write papillon story.

6. Assessment/Evaluation

What will the students do to demonstrate they are able to do what you have listed as your

objectives?

Être quiz – students have to write the present tense conjugation of être and say it after the quiz is

over when I write the words on the board and recite them for the class.

Homework – students have to check in the homework to show completion, they must each write

an answer on the board so the class can go over them, they must proof each other’s work, they

must repeat after me when instructed, and they must correct their own mistakes with a marker.

Human Bingo – students must speak only in French during this activity, they must ask

questions, listen to their classmate, respond appropriately, conjugate the verbs correctly, and

respond to questions during the debriefing.

Read the French translation of the Eric Carle book “The Very Hungry Caterpillar” and

demonstrate their understanding of the story. The students will read the story to each other

because it’s not very long and then we will read it together as a class. When we come together,

we will discuss meaning and highlight some new vocab as well as the use of the passé composé

within the story. They will write a short story about the butterfly using the passé composé.

Song – students must listen to the song, read the lyrics, sing/say the words, and work towards

memorizing all the verbs.

7. Reflection

Prénom : Date : Heure :

Complete the following sentences with the correct form of the verb in the passé composé and

then translate the past tense sentences into English. *Remember agreement!*

Exemple: Elle ________________ au théâtre. Aller Réponse: Elle est allée au théâtre.

She went to the movie theater.

1. Il ________________________________ dans la salle. Entrer

2. Elles ________________________________ à l’heure. Arriver

3. Ils ________________________________ dans le taxi. Monter

4. Je ________________________________ à huit heures du soir. Naître

5. Tu ________________________________ chez lui. Retourner

6. Nous ________________________________ sur le trottoir. Tomber

7. Vous ________________________________ chez eux. Rester

8. La famille ________________________________ à minuit. Rentrer

9. Jean-Luc et son ami ________________________________ ce soir. Sortir

10. Tes amies ________________________________ de bonne heure. Partir

11. Mon frère et moi ________________________________ vous voir. Venir

12. Julie et sa mère ________________________________ du train. Descendre

13. Nos profs ________________________________ tard hier. Revenir

14. Ta famille et toi ________________________________ riches. Devenir

15. Le troupeau d’animaux ______________________________ dans l’accident. Mourir

Prénom : Date : Heure :

Rewrite the following sentences in the passé composé and translate those sentences into English.

1. Elle monte dans la voiture. 9. Je (f.) rentre chez moi.

2. Nous (f.) arrivons de bonne heure. 10. Tu (m.) descends dans la rue.

3. Monsieur, vous rentrez tard. 11. Vous (f. pl.) entrez dans l’atelier.

4. Pierre et Georges, vous devenez ennuyeux. 12. Les bons étudiants viennent à l’heure.

5. Marie et Lucille, vous revenez trop tard. 13. Les hommes tombent dans l’escalier.

6. Nous (m.) restons chez nous. 14. Vous et vos amis allez au bureau.

7. Vous (f. sing.) mourez de faim. 15. Ma famille est moi allons au restaurant.

8. Nous (f.) partons de bonne heure. 16. Bernard et sa femme partent à l’heure.

DAY 3

1. Objectives and Goals

By the end of this lesson, students will be able to….

Sing a song in Haitian

Learn geographical articles

Locate a geographical location on a map

Practice writing & saying the article with the vocabulary

Practice listening comprehension, knowledge of geographical locations, and memorization of the

article

It is a major goal for students to learn about the French speaking world outside of France.

The Haitian song and language provide a very accessible way for students to approach learning

about a new culture and accent. The geographical locations are important to learn because

students will be learning the articles and the grammar so they need to be able to connect those

concepts with concrete locations on a map. Although many of the locations are cognates, the

pronunciation can be very different and it’s just as important for the students to learn how to

pronounce them correctly as it is to identify them on a map.

2. Class Details

This is a French 2 class in a high school. This lesson is taught about 6-8 weeks into the year.

There are 25 students in the class. The class period is 55 minutes long.

3. Standards

Communication Communicate in Languages Other Than English 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.

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.

4. Materials

Students will need: paper and pens/pencils, their notebooks to take notes.

I will need/provide: Music and sound capabilities, my computer, overhead projector, song lyrics,

a list of the vocab with the articles, maps (empty for practice), white boards, flag example, and

homework sheets.

5. Procedure/Steps of the lesson

1. Song and Haitian Creole: 10 minutes

The class will begin with a traditional Haitian song that is sung in Creole. Students will be given

the Haitian lyrics, the standard French lyrics, and we will write in the English translation

together (it’s a very short song). Standard 4.2: Students demonstrate understanding of the concept of

culture through comparisons of the cultures studied and their own.

Students will compare the Haitian Creole to the standard French and sing along to the song. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only

available through the foreign language and its cultures.

http://www.mamalisa.com/?t=fs&p=2581&c=114

http://www.haitixchange.com/index.php/forums/viewthread/795/

On the back of the lyrics sheet will be a handout that gives another example of Haitian Creole,

standard French, and the English translation. This is called market day. Standard 2.1: Students

demonstrate an understanding of the relationship between the practices and perspectives of the culture

studied.

Transition: turn to your partner and name as many French speaking countries as you can.

2. Note-taking: learn vocab – 10-15 minutes

This is a focus on learning the article that precedes a geographical location and the main goal of

today is working towards memorizing that article. Along with the article, students will learn the

French translation of a country/continent/region, albeit almost all of them are cognates. Students

should know at this point that all countries are either masculine or feminine and singular or

plural but there is a LOT of confusion about this topic because it’s different from English so

we’re going to review/learn/relearn the articles that precede geographical locations. Standard 3.1:

Students reinforce and further their knowledge of other disciplines through the foreign language. It is

essential to know the article because it directly impacts the geographical preposition which is the

grammar concept we will learn tomorrow.

I will this write on the board and students will write in their notebooks:

Like all French nouns, geographical names like continents, countries, states, and provinces have

a gender and require an article. These are proper nouns and they are capitalized, just like in

English. Standard 4.1: Students demonstrate understanding of the nature of language through

comparisons of the language studied and their own.

Nearly all countries that end in e are feminine and the rest are masculine. There are just a few

exceptions:

le Belize

le Cambodge

le Mexique

le Mozambique

le Suriname

le Zimbabwe

All continents end in e and all are feminine:

l’Afrique

l’Amérique du Nord

l’Amérique du Sud

l’Europe

l’Asie

l’Australie

l’Antarctique

Most cities and singular islands DO NOT have an article. BUT most plural islands take ‘les.’

Verbs of preferences require the definite article

Exemples: J’aime le Canada. J’aime l’Asie. J’aime Paris. J’aime les Bahamas.

They will receive a comprehensive list of the countries of the world with their articles. I

included this because I really appreciate complete lists and this is something the students can

refer back to whenever they’re unsure of the article. As we recite some of the names with the

article, French speaking countries will be noted and students will circle those countries with a red

pencil.

Transition: this is combined with the previous activity so there isn’t really a transition

3. Geography: 5-15 minutes

This will be somewhat combined with the previous section because as we move into the

discussion the locations can be located on a map. It is important to know the article but

geography is just as important. Student should be able to point to a map and locate a

country/city/geographical location when discussing it. They go hand-in-hand and it would be

ridiculous not to learn the locations simultaneously with the articles.

Transition: students get up and get their white boards while I get the ppt ready

4. Whiteboards: 10 minutes

Each student is given a personal sized white dry erase board and a marker. With the power point,

a geographical location will be displayed in French and the students will write the article on their

whiteboard and hold it up. Standard 1.3: Students present information, concepts, and ideas to an

audience of listeners or readers on a variety of topics. Example: Canada. Answer: Le Canada. Then

the correct article will flash on the screen. This is meant for the students to get some guided

practice with the articles and also to self-assess. I can see the boards but I won’t be able to keep

track of everyone’s records. I will ask the students to keep track for themselves so that they know

how they’re doing. After the students write their answers and the article is displayed, we’ll all

say it together to get that ear trained to know which article sounds correct.

Transition: After the activity is done I’ll ask for a show of hands (thumbs up/ middle/ down) to

give me a quick assessment of how people generally did.

5. Tapette: 10 minutes

This is an activity in which two students will pair together with one map. I will continue

using the power point but say the location before I actually show it to them. I will say a location

aloud in English and the students will locate the place on the map, touch it with a finger, and say

the name in French. Standard 1.2: Students understand and interpret written and spoken language on a

variety of topics. Example: The United States. Student: les États-Unis! Whoever touches the

region and says the name correctly the fastest, wins. The students keep track of their personal

wins and the student who won the most rounds gets a bonbon.

I’ve seen this activity get a little chaotic but it’s really fun and even though it’s competitive,

everyone is practicing or learning through their classmates. I would let them keep track of their

own wins because it is more important that they’re practicing then who actually wins. After a

round is complete, I will display the slide with the name and location, say the French name, and

the students will repeat. This combines the article, the name of the location, the actual location

on a map, and pronunciation.

Transition: use my flag example to explain the homework

6. Explanation of homework: 5 minutes

Show the students the example of the flag of France and explain they will each pick a

country, label the country and continent, and draw the flag. Each person must have a different

country so if one is taken, you’ll have to pick another one. This is your exit ticket and you have

to tell me your country before you leave today. When you tell me your country and I approve it,

you will be handed your homework worksheet.

Homework – worksheet on geographical locations and their articles, country flag assignment,

Study for VAT on Friday on aller.

6. Assessment/Evaluation

What will the students do to demonstrate they are able to do what you have listed as your

objectives?

Sing a song and compare the passé composé in standard French and Haitian Creole

Explain orally that geographical locations are preceded by an article (or not for cities and some

islands!) and work towards memorizing the correct article

Practice writing the article with the geographical vocabulary on a white board and physically

show it

Locate a geographical location on a map with a partner during tapette

Practice listening comprehension, knowledge of geographical locations, and memorization of the

article during the white board and tapette activities and they will demonstrate this practice by

participating orally, physically pointing to the map, writing the words on the white boards, and

repeating when asked.

7. Reflection

Prénom : Date : Heure :

Song – panama m tonbe

http://www.mamalisa.com/?t=fs&p=2581&c

=114

http://www.youtube.com/watch?v=Xv-

VSyxf2og

http://www.youtube.com/watch?v=QQHJoZ

K02yU&feature=related

Créole haïtien

Panama mwen tonbé

panama mwen tonbé

panama mwen tonbé

sa-ki-diyayé

ranmanse li pou mwen

Mwen soti la ville Jacmel

ma prale Lavale

an arivanm kafou Benè

panama mwen tonbé

Francais

Mon chapeau est tombé

Mon chapeau est tombé

Mon chapeau est tombé

Que celui qui est derrière,

Le ramasse pour moi.

Je suis sorti de la ville de Jacmel

Je suis allé à Lavalée

En arrivant au carrefour de Bénin,

Mon chapeau est tombé.

Les continents du Monde :

L’Australie

L’Europe

L’Amérique du Nord

L’Amérique du Sud

L’Asie

L’Afrique

L’Antarctique

Des Villes du Monde :

Paris

Lansing

Londres

Berlin

Madrid

Lyon

Marseille

Toulouse

Kyoto

Rome

Athènes

Tokyo

Beijing

Dublin

Moscow

Sydney

Ann Arbor

Montréal

Québec

Ottawa

Dakar

Kinshasa

Alger

Bruxelles

Les Pays du Monde

A-B (32)

Drapeau

l'Afghanistan

l'Afrique du Sud

l'Albanie

l'Algérie

l'Allemagne

l'Andorre

l'Angola

Antigua-et-Barbuda

l'Arabie Saoudite

l'Argentine

l'Arménie

l'Australie

l'Autriche

l'Azerbaïdjan

les Bahamas

le Bahreïn

le Bangladesh

la Barbade

la Belgique

***le Belize

le Bénin

le Bhoutan

le Belarus / la Biélorussie

la Birmanie / le Myanmar

la Bolivie

la Bosnie-Herzégovine

le Botswana

le Brésil

le Brunei Darussalam

la Bulgarie

le Burkina

le Burundi

C-E (30)

Drapeau

***le Cambodge

le Cameroun

le Canada

le Cap-Vert

la République centrafricaine

le Chili

la Chine

Chypre

la Colombie

les Comores

la République démocratique du

Congo / le Congo

le Congo / le Congo-Brazzaville

la Corée du Nord

la Corée du Sud

le Costa Rica

la Côte d'Ivoire

la Croatie

Cuba

le Danemark

Djibouti

la République dominicaine

la Dominique

l'Égypte

les Émirats arabes unis

l'Équateur

l'Érythrée

l'Espagne

l'Estonie

les États-Unis

l'Éthiopie

F-J (28)

Drapeau

les Fidji

la Finlande

la France

le Gabon

la Gambie

la Géorgie

le Ghana

la Grèce

la Grenade

le Guatemala

la Guinée

la Guinée-Bissau

la Guinée-Équatoriale

la Guyane

Haïti

le Honduras

la Hongrie

l'Inde

l'Indonésie

l'Irak / l'Iraq

l'Iran

l'Irlande

l'Islande

Israël

l'Italie

la Jamaïque

le Japon

la Jordanie

K-M (32)

Drapeau

le Kazakhstan

le Kenya

la Kirghizie

Kiribati

le Koweït

le Laos

le Lesotho

la Lettonie

le Liban

le Liberia

la Libye

le Liechtenstein

la Lituanie

le Luxembourg

la Macédoine

Madagascar

la Malaisie

le Malawi

les Maldives

le Mali

Malte

le Maroc

les Marshall / les Îles Marshall

Maurice

la Mauritanie

***le Mexique

la Micronésie

la Moldavie

Monaco

la Mongolie

le Monténégro

***le Mozambique

N-R (26)

Drapeau

la Namibie

Nauru

le Népal

le Nicaragua

le Niger

le Nigeria

la Norvège

la Nouvelle-Zélande

l'Oman

l'Ouganda

l'Ouzbékistan

le Pakistan

les Palaos / Palau

le Panama

la Papouasie-Nouvelle-Guinée

le Paraguay

les Pays-Bas

le Pérou

les Philippines

la Pologne

le Portugal

le Qatar

la Roumanie

le Royaume-Uni, l’Angleterre,

l’Écosse, le Pays de Galle,

l’Irlande du Nord

la Russie

le Rwanda

S (24)

Drapeau

Saint-Christophe-et-Niévès

Sainte-Lucie

Saint-Marin

Saint-Vincent-et-les Grenadines

les Salomon / les Îles Salomon

l'El Salvador

les Samoa/ le Samoa

Sao Tomé-et-Principe

le Sénégal

la Serbie

les Seychelles

la Sierra Leone

Singapour

la Slovaquie

la Slovénie

la Somalie

le Soudan

le Soudan du Sud

le Sri Lanka

la Suède

la Suisse

***le Suriname

le Swaziland

la Syrie

T-Z (22)

Drapeau

le Tadjikistan

la Tanzanie

le Tchad

la République tchèque

la Thaïlande

le Timor oriental

le Togo

les Tonga / Tonga

la Trinité-et-Tobago

la Tunisie

le Turkménistan

la Turquie

les Tuvalu / Tuvalu

l'Ukraine

l'Uruguay

le Vanuatu / Vanuatu

le Vatican / la Cité du Vatican

le Venezuela

le Viêt Nam

le Yémen

la Zambie

***le Zimbabwe

http://fr.wikipedia.org/wiki/Liste_des_pays_

du_monde

Prénom : Date : Heure :

Complétez avec le, la, les, l’

1. ____ France

2. ____ Espagne

3. ____ Maroc

4. ____ Angleterre

5. ____ États-Unis

6. ____ Suède

7. ____ Chine

8. ____ Algérie

9. ____ Bahamas

10. ____ Japon

11. ____ Russie

12. ____ Italie

13. ____ Corée

14. ____ Allemande

15. ____ Chili

16. ____ Tunisie

17. ____ Pays-Bas

18. ____ Finlande

19. ____ Grèce

20. ____ Écosse

21. ____ Danemark

22. ____ Pologne

23. ____ Norvège

24. ____ Haïti

25. ____ Colombie

26. ____ Égypte

Quand est-ce qu’on utilise l’article défini ?

27. ____ Afrique du Sud

28. ____ Cuba

29. ____ Iran

30. ____ Irlande

31. ____ Panama

32. ____ Seychelles

33. ____ Brésil

34. ____ Gabon

35. ____ Mali

36. ____ Niger

37. ____ Belgique

38. ____ Côte d’Ivoire

39. ____ Rwanda

40. ____ Cameroun

41. ____ Canada

42. ____ Tchad

43. ____ Suisse

44. ____ Guinée

45. ____ Congo

46. ____ Luxembourg

47. ____ Sénégal

48. ____ Australie

49. ____ Portugal

50. ____ Philippines

51. ____ Mexique

52. ____ Madagascar

La France

L’Europe

DAY 4 - Direct Instruction

1. Objectives and Goals

By the end of this lesson, students will be able to….

Pronounce the sound [o]

Learn geographical prepositions

Practice with geographical prepositions

During the pronunciation activity, the students will learn how to be able to correctly

pronounce the sound [o] and know the 4 ways in which this sound can be spelled. There are

many goals in trying to perfect pronunciation and accent but this sound specifically leads well

into the preposition learning. For the grammar, the students will learn how to use prepositions to

convey movement to/in and from continents, countries, states, cities. They have some

background knowledge of this concept, but it is incomplete and it can be tricky for English

speakers. Some of the goals include understanding the construction and encoding the correct

sounds with the correct grammar through repetition.

2. Class Details

This is a French 2 class in a high school. This lesson is taught 6-8 weeks into the school year.

There are 25 students in the class. The class period is 55 minutes long.

3. 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.

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.

4. Materials

The students will need their notebooks and different colored writing utensils. They will each get

a copy of the exit ticket when we do that activity.

I will need my computer, two power points, copies of the activity and copies of the homework

worksheets.

Prior knowledge/anticipated problems:

We learned the articles yesterday which are essential for knowing how to form the correct

contraction for geographical prepositions.

5. Procedure/Steps of the lesson

Establishing Set – pronunciation of [o], learn geographical prepositions, location of

geographical locations. 2 minutes

Today we will learn the pronunciation of a vowel and its corresponding

spellings. The sound of the week is [o] and we will practice it and then assess

each other in pairs.

Then we will learn the geographical prepositions that allow us to say that we

are IN a place, going TO a place, or coming FROM a place. These

prepositions are somewhat different than their English counterparts and we’ll

break it down so that we all understand the concept. You don’t need to have

this information memorized today but we’ll do a few practice activities with

the material.

Then we will use world maps to practice using the vocabulary of locations

along with the prepositions in order to discuss movement around the globe

and learn the locations of countries.

The last activity is your exit ticket and you can’t exit class until it’s complete!

Explanation and/or Demonstration

1. Le son de la semaine: 15 minutes

Class start up! This is part of a pronunciation series that highlights one sound / pronunciation

rule in the French language. This is a bookend activity at the start of class that occurs weekly i.e.

the sound of the week. This activity intends to teach the processes and rules of pronunciation in

bite size pieces. Students learn new words all the time but the pronunciation rules can

encapsulate an entire group of words by the way in which they are pronounced. Understanding

pronunciation rules aids in spelling ability and listening ability. Just like a grammar rule, these

pronunciation rules can help students to process new, incoming data by giving them a category in

which to sort it. Like all rules, there are exceptions but the sound of the week can make the huge

process of learning French pronunciation much more accessible for language learners. Standard

3.2: Students acquire information and recognize the distinctive viewpoints that are only available through

the foreign language and its cultures.

This sound of the week focuses on the vowel sound [o]. The students will learn the

pronunciation of the sound [o] through a power point demonstration. I explain the pronunciation

of this sound and lead by example. Students repeat the sounds and the examples of words which

include the sound after they’ve learned how to pronounce it.

Slide 7 involves a speaking and listening game. There are two columns of words that

sound very similar. The column on the left is in French and the column on the right is in English.

The students can work in pairs or threes: one student says a word and the other(s) have to decide

whether or not it sounded like the column on the left (French) or like the column on the right

(English). In this particular pronunciation exercise, the difference is subtle because it is only the

diphthong of the vowel that distinguishes the sounds. After they guess which column, the student

who originally said the word will inform them if they are correct. If they are correct, then that

means that they correctly heard a correct pronunciation. If they are wrong, then it means that

either the listener or the speaker is incorrect. If there is a miscommunication, then goal is to find

the error and fix it.

This is a great technique for listening and speaking because miscommunications and

mistakes occur ALL THE TIME. It is important for students to build a skill that helps them

navigate mistakes, not avoid them when they occur. The reason I chose this sound for today is

because we are learning geographical prepositions and ‘au’ and ‘aux’ sound like [o].

Transition: to a classroom discussion about prepositions which leads into the grammar point

2. Geographical Prepositions: 15 minutes

Today we will learn the geographical prepositions that allow us to say that we are IN a

place, going TO a place, coming FROM a place, or being FROM a place.

Like all French nouns, geographical names like continents, countries, states, and

provinces have a gender. Knowing the gender of each geographical name is the first step in

determining which preposition to use. You know from yesterday that as a general guideline,

geographical names which end in e are feminine, while those that end in any other letter are

masculine. There are, of course, exceptions which simply have to be memorized.

First we will discuss prepositions and the way in which the English language uses

prepositions. Standard 4.1: Students demonstrate understanding of the nature of language through

comparisons of the language studied and their own. Then I will explain how the French language

conceptualizes prepositions of place different. I will draw charts on the board that show the

choices made by each language. English uses to, in, and from. French only uses ‘à and de’ but

there are 8 different words choices in total depending on the plurality and gender of the location.

We don’t make those distinctions in English therefore we have little comparison to most of them:

the gender of the country/state must be memorized.

I will ask the class:

What is a preposition? Can you give some examples? Standard 3.1: Students reinforce and further

their knowledge of other disciplines through the foreign language.

http://www.merriam-webster.com/dictionary/preposition

“a function word that typically combines with a noun phrase to form a phrase which usually

expresses a MODIFICATION or predication”

Prepositions establish connections or relationships between various parts of the sentence.

Prepositions are difficult because the correct translation may have various counterparts in

English, or vice versa, depending on the context.

Then I will ask them:

Has anyone ever taken a trip outside of this city? This state? This country? This

continent? (Call on someone for each). Can you give us a quick description of where you went?

“I went to Detroit/I went to California/ I went to Mexico/ or I went to Europe.” [Write down a

sentence on the board but leave out the preposition]

I went _______ Europe. What’s missing? How do you know that it’s ‘to’ and not ‘from’?

I am ______ the United States. / I come ______ the United States. What’s missing? How do

you know that it’s ‘from’ and not ‘to’ or ‘in’?

I am going _______ Florida. What’s missing? How do you know it’s ‘to’ and not ‘in’?

I live _______ Ann Arbor. What’s missing? How do you know it’s ‘in’ and not ‘to’ or ‘from’?

It doesn’t usually make sense to say things like: I am going from Australia. I am to Michigan. I

am leaving in Ann Arbor.

WHY?!?!

The difference between these sentences has a lot to do with the verb! The preposition changes

depending on the meaning we want to convey.

You know which prepositions align correctly because you have knowledge of English.

You immediately notice when the preposition is incorrect. You may be able to figure out the

meaning of the statement, but it can be confusing and miscommunications could occur. The same

is true in French! It is important to understand and use the correct prepositions in order to

communicate the correct message.

In English: Standard 4.1: Students demonstrate understanding of the nature of language through

comparisons of the language studied and their own. We use 3 main prepositions of place to express

movement: in, to, and from. Geographical locations are nouns, but we often omit the article.

Some places, mostly plural countries and famous cities DO use the article. Examples: ____

United States or ____ Vatican. We choose one of the 3 prepositions based on the action that is

taken. I write on the board:

In – to express remaining in a place. I live in Ann Arbor.

To – to express going to a place. I am going to Canada.

From – to express being from a place OR coming from a place. I am from the US. I came/arrived

from France.

In French: as you know from yesterday, geographical locations have an article that is either

masculine or feminine and either singular or plural. It is essential to memorize the article of the

geographical location because it determines which preposition to use.

Whether you are going to France or you are in France, the same preposition is used. Thus in

French there are only two prepositions to choose from for each type of geographical name. The

difficulty lies in knowing which preposition to use for a city vs. a state vs. a country vs. a

continent. They must be learned through practice! It is important to practice listening to and

saying the correct preposition ALONG WITH the place in order to encode the two together. The

wrong preposition will begin to truly sound wrong after repeated practice.

Students write in their notebooks: There is NO distinction between ‘in’ and ‘to’! The only

considerations are: the article and the action.

à, au, en, aux – to express remaining in a place, going to a place

****NEVER article after en****

de, du, des, d’ – to express being from a place OR coming from a place

(I chose to make separate charts and 1 combined chart because the info needs to be separated but

I personally like combined to make the whole process easier)

Countries In/to from

Masculine au du

Feminine / begins with vowel en de / d’

Plural aux des

States / Provinces in/to from

Masculine au du

Feminine / begins with vowel en de / d’

*dans l’état de/d’ can also be used to expess in/to, BUT ONLY FOR STATES / PROVINCES*

Cities in/to from

City / some islands à de / d’

Continents / Countries / States To / In From

Masculine and begins with a consonant sound au du

Feminine / begins with a vowel sound en de / d’

Plural Countries / Plural Islands aux des

Cities / Singular Islands à de / d’

Exemples :

Masculin

Vous allez au Maroc. Il est du Canada. J’habite dans l’état de Michigan. #

Nous sommes en Azerbaïdjan. Es-tu d’Iran ? Il est né dans l’état d’Ohio. #

Féminin

Je suis en France. Elle est d’Angleterre.

Vous êtes en Irlande. On vient de retourner de Chine.

Pluriel

Je viens des États-Unis. Vous allez aux Pays-Bas. Ils partent des Bahamas.

Les villes / Les îles

Il habite à Québec. Je viens de Londres. Elle va à Haïti. Nous partons de Cuba.

BLUE bold = masculine and begins with consonant sound

PURPLE underlined and bold = masculine and begins with vowel sound

RED italicized = feminine

Transition: to power point into guided practice of geographical prepositions. Students already

have their notebooks out so they’ll just need some space to keep track of their answers.

Guided Practice

3. Où est Jacques ? – 13 minutes

This is a guided practice activity which answers the question: did I explain this well?

Following along with a power point, the students will keep track of their scores in their

notebooks. It is supposed to be like “Where’s Waldo” but it’s: Where’s Jacques and this activity

only focuses on the à preposition. So the question is: où est Jacques? And the answer is always:

Jacques est à [quelque part]. The practice comes in with making the correct contraction. An

added difficulty is that the article is NOT listed. (I’m still unsure whether or not the article

should be listed because they only got the articles yesterday and this is the first day of formal

grammar explanation. I personally think it would be way too easy with the article but I’m having

trouble figuring that out).

So I go to a slide, the country is listed, I give them a moment to think and write down their

answer, I ask the class où est jacques and they respond Jacques est en France. Then the correct

answer flashes and they keep track of their right and wrong answers. I really want to stress that

they should NOT erase their wrong answers but just use a different color to correct or circle them

so that they can go back and see their mistakes to learn from them and study them.

To create some accountability, to practice pronunciation, and just for some variety, I will

switch between whole class responses, individual students, students picking other students to

answer, tell you neighbor then yell it out etc. This is completely ungraded so a risk is that a

student may not fully participate. But by calling on people randomly I can create some

accountability. I can also walk around the classroom and use a slide clicker or have a student

change the slides.

When exceptions to the rules come up in the power point, I will emphasize them! This

activity practices pronunciation, geographical locations, the articles, and geographical

prepositions. This activity is conducted aloud but at the end I’ll ask for a show of hands to get a

quick assessment of how the students did during this practice.

Transition: to guided practice / end of class activity. Students will be asked to get out their flag

from yesterday’s homework.

Feedback & More Practice

4. Exit Ticket Flag activity: 10 minutes

This activity also guided practice but not teacher-led and more like independent practice. The

students made a flag yesterday for homework and they will use that during this activity. They

will be told this is the last activity and that it’s their exit ticket so they have to hand it in before

they leave and I won’t give them their homework until it’s in. I’ll be holding the stack of

homework worksheets and give them to the students when they come up and turn in their exit

ticket to me.

This activity practices both the à and the de preposition but it is extremely scaffolded and

everything the students will need to say and write and understand is on the worksheet. We

practice with just à first and this activity practices both prepositions. First we will read the

directions on the worksheet together and make sure we’re all on the same page. Then I’ll have

them turn to a partner and practice saying: I went to [country] and my flag is from [country].

They have to be able to say their own correctly so this gives them an opportunity to practice and

ask questions before the activity gets going. 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.

Then they have the rest of the hour to finish the exit ticket activity and I’ll give them their

homework when they’ve finished but the entire activity has to be complete. I can circulate during

the activity to assist, re-teach, and provide feedback when necessary. I can give a quick look to

get an assessment of how well the students did. (Still deciding if I should circle mistakes or just

give them back and have them proof with a neighbor).

Extended Practice and Transfer - Homework: 2 worksheets and VAT tomorrow on aller

6. Assessment/Evaluation

What will the students do to demonstrate they are able to do what you have listed as your

objectives?

Pronounce the sound [o]: the students will orally practice the sound, repeat words, practice with

a partner, and answer individually (random students) when called on.

Learn geographical prepositions: the students will take notes in their notebooks, participate in

the discussion, answer questions when called on, and give some feedback on their own

understanding with a “thumbs up/thumbs down.”

Practice with geographical prepositions: students will take notes in their notebooks to keep

track of their scores, they will answer as a class, individually, and with a partner. They will

report their self-progress with a number range correct out of the total. i.e. “who got at least 90%

correct? 80% correct?” etc. For the exit ticket, they will speak with their classmates, listen to

them, write down their responses, and hand in the worksheet before they leave.

7. Reflection

Prénom : Date : Heure :

You will need your country flag for this activity. Imagine that you just took a trip to a different

country and as a souvenir you brought back that country’s flag. Among your classmates, discuss

the places where you travelled and the flags that you brought back. Write down the responses of

5 of your classmates in complete sentences. Parlez et écrivez en français !

Bonjour !

Où es-tu allé(e) ? Where did you go?

Je suis allé(e) à ... I went to…

D’où est-ce que ton drapeau est venu ? Where did your flag come from?

Mon drapeau est venu de… My flag came from…

Au revoir !

RAPPEL !

Masc. Fem. Plural

à + le = au en à + les = aux

de + le = du de de + les = des

Mon ami(e) [prénom] est allé(e) à … Son drapeau est venu de…

1.

2.

3.

4.

5.

Prénom : Date : Heure :

Complétez avec en, à, au ou aux

1. ____ France

2. ____ Espagne

3. ____ Maroc

4. ____ Angleterre

5. ____ États-Unis

6. ____ Suède

7. ____ Chine

8. ____ Algérie

9. ____ Bahamas

10. ____ Japon

11. ____ Russie

12. ____ Italie

13. ____ Corée

14. ____ Allemande

15. ____ Chili

16. ____ Tunisie

17. ____ Pays-Bas

18. ____ Finlande

19. ____ Grèce

20. ____ Écosse

21. ____ Danemark

22. ____ Pologne

23. ____ Norvège

24. ____ Haïti

25. ____ Colombie

26. ____ Égypte

RAPPEL! Verbs of preference use the

definite article

J’aime le Canada

27. ____ Afrique du Sud

28. ____ Cuba

29. ____ Iran

30. ____ Irlande

31. ____ Panama

32. ____ Seychelles

33. ____ Brésil

34. ____ Gabon

35. ____ Mali

36. ____ Niger

37. ____ Belgique

38. ____ Côte d’Ivoire

39. ____ Rwanda

40. ____ Cameroun

41. ____ Canada

42. ____ Tchad

43. ____ Suisse

44. ____ Guinée

45. ____ Congo

46. ____ Luxembourg

47. ____ Sénégal

48. ____ Australie

49. ____ Portugal

50. ____ Philippines

51. ____ Mexique

52. ____ Madagascar

Prénom : Date : Heure :

Complétez avec du, de, d’ ou des

1. ____ France

2. ____ Espagne

3. ____ Maroc

4. ____ Angleterre

5. ____ États-Unis

6. ____ Suède

7. ____ Chine

8. ____ Algérie

9. ____ Bahamas

10. ____ Japon

11. ____ Russie

12. ____ Italie

13. ____ Corée

14. ____ Allemande

15. ____ Chili

16. ____ Tunisie

17. ____ Pays-Bas

18. ____ Finlande

19. ____ Grèce

20. ____ Écosse

21. ____ Danemark

22. ____ Pologne

23. ____ Norvège

24. ____ Haïti

25. ____ Colombie

26. ____ Égypte

27. ____ Afrique du Sud

28. ____ Cuba

29. ____ Iran

30. ____ Irlande

31. ____ Panama

32. ____ Seychelles

33. ____ Brésil

34. ____ Gabon

35. ____ Mali

36. ____ Niger

37. ____ Belgique

38. ____ Côte d’Ivoire

39. ____ Rwanda

40. ____ Cameroun

41. ____ Canada

42. ____ Tchad

43. ____ Suisse

44. ____ Guinée

45. ____ Congo

46. ____ Luxembourg

47. ____ Sénégal

48. ____ Australie

49. ____ Portugal

50. ____ Philippines

51. ____ Mexique

52. ____ Madagascar

RAPPEL! Verbs of preference use the definite article

J’aime le Canada

DAY 5

1. Objectives and Goals

By the end of this lesson, students will be able to….

Take a verb quiz

Go over homework

Read a blog

Listen to a song and do a cloze activity

Listen to a passage and write a dictation

Students will conjugate the verb aller with one personal pronoun in the present, the near

future, and the passé composé; they will also practice proofing by grading their neighbor’s quiz.

We will go over yesterday’s homework to clarify any confusion about the material and continue

practice of geographical articles and prepositions. Then they will read a travel blog and identify

verbs in passé composé and the locations where he travelled. The will practice listening

comprehension with a new song, write the missing words of a Cloze activity, and discuss the

song as a class (emphasis on verbs, prepositions, and locations). The dictation is a practice of

listening and writing skills through a dictée activity; listening to the passé composé and

geographical prepositions

2. Class Details

This is a French 2 class in a high school. This lesson is taught 6-8 weeks into the school year.

There are 25 students in the class. The class period is 55 minutes long.

They have recently learned the passé compose and they learned how to conjugate ‘être’ verbs in

the present and the past tense. They will use these verbs to express movement to and from

locations, in the past or present. Yesterday they learned geographical prepositions.

3. 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.

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 4.2: Students demonstrate understanding of the concept of culture through comparisons of the

cultures studied and their own.

4. Materials

Students will need: paper for the quiz, writing utensils, their homework from yesterday, and their

notebooks.

I will need: a die for the quiz, Popsicle sticks, copies of the blog, copies of the lyrics, internet,

my computer, and a copy of the dictée.

5. Procedure/Steps of the lesson

1. Quiz Verbe-à-thon: 3 minutes

This is a weekly quiz that is held every Friday. As the students learn more and more tenses,

the quiz becomes longer. At this point in time, they know how to conjugate verbs in the present,

the near future, and the passé composé and the quiz counts for 3 points. They are informed of the

verb for that week each Monday and the quiz is held at the beginning of class every Friday.

Students study the conjugations for all pronouns for the verb for the (3) tenses that they know

and be prepared to produce all of them. Standard 3.1: Students reinforce and further their knowledge

of other disciplines through the foreign language.

The actual quiz only tests 1 pronoun, which is determined by rolling a die. The numbers

1-6 correspond with a pronoun: 1=je, 2=tu, 3=il/elle/on, 4=nous, 5=vous, and 6=ils/elles.

Whichever pronoun is selected, the students conjugate the verb in all 3 tenses using ONLY the

subject pronoun that was decided by the die roll. (While they take the quiz I pass out markers).

After they’ve finished, students get rid of their pens, trade quizzes with a neighbor, use only a

marker to grade, and we go over the answers as a class. I write the conjugations on the board

while they call them out and they grade each other’s quiz. There are no half points and I collect

them after we’ve finished. This is a kill and drill activity to practice verb conjugations at the

bottom of Bloom’s taxonomy. I don’t want to be too picky about spelling in most situations, but

I know that it’s really important to learn verb conjugations and this is a pretty low-key way to

keep students reviewing their conjugations.

Today’s quiz is on the verb aller.

An example would look like this: I roll the die and it lands on 2.

The student writes. 1) Tu vas. 2) Tu vas aller. 3) Tu es allé(e).

Transition: The students pass in/I collect the quizzes and markers while they get out their

homework.

2. Go over homework: 10 minutes

Students are told to get their homework out and that we will go over the answers orally using

Popsicle sticks. The students who did not complete the homework should do it in marker of a

different color so that I know that it was done in class. No one is allowed to sit and do nothing

and all students should be prepared to answer even if the homework is incomplete. I really want

to encourage them to correct the mistakes in a different color so that they can refer back to their

errors in order to learn from them. The homework isn’t graded on correctness and it is their tool

to use and study from. I also don’t want students trying to get out of participating just because

they didn’t finish the homework. I can be mobile and ‘check in’ the homework for completeness

as we’re going over it but I won’t collect it because it’s pretty much right or wrong and the

students will need these papers to study for the quiz. Standard 3.1: Students reinforce and further

their knowledge of other disciplines through the foreign language.

Transition to reading: After I’m done explaining the activity, packets of the story get distributed

to each student.

3. Read blog: 10 minutes

The students will each be given a copy of the travel blog and they will be instructed to form

groups of 2-4 people. Standard 4.2: Students demonstrate understanding of the concept of culture

through comparisons of the cultures studied and their own. The students can use their personal

markers/crayons or get some from the class box. They will be instructed to read the blog d

underline locations in yellow and verbs in the passé composé in pink. Standard 1.2: Students

understand and interpret written and spoken language on a variety of topics. Then we will come

together as a class and, going in the order of the reading, I will call on students by random to

give the next answer and indicate whether it’s a location or a verb in the passé composé. If one is

missed, I’ll indicate that and then a different group can assist or I’ll call on someone to answer.

The focus of this reading is to identify these two grammar points in an authentic travel blog. Standard 2.1: Students demonstrate an understanding of the relationship between the practices and

perspectives of the culture studied.

Transition to song: Distribute lyrics and play song.

4. Song: Cloze activity: 12 minutes

I will hand out the lyrics to the song “Si t’as été à Tahiti” and then students will listen to it

twice without the video and try to fill in the blanks to practice listening comprehension. I want

them to focus on listening to the words before watching the video. Then we’ll watch it with the

video and sing along. The board will be numbered and students will pick a blank and write in the

words they heard. Standard 1.2: Students understand and interpret written and spoken language on a

variety of topics. We’ll go over the answers together, discuss vocab, and learn about a new

artist/song. This is an example of geographical prepositions at work! It’s also in the passé

composé so it includes a lot of what we’ve been learning this week. And it’s a really fun song.

Transition to dictation: I will tell students to get out their notebooks to write down the dictation

that I read. I will say it slowly, repeat it several times, and project the paragraph so they can

check their work.

5. Dictée: 10 minutes

I will read a paragraph aloud in French and the students will try to write down all the verbs in

the passé composé that I say. Standard 1.2: Students understand and interpret written and spoken

language on a variety of topics. This paragraph will contain mostly words that they know, with an

emphasis on this vocab: passé composé with être, geographical locations, and geographical

prepositions. This is individual work but it is not graded. It is a self-evaluation and listening

practice so that the student can assess his/her own work. After I’ve read it aloud several times, I

will project the paragraph so that students can see the words and compare with their own writing.

I will ask them where they did well and where they tended to make the most mistakes so that I

can get a feel for their comprehension. This is primarily a practice in listening but also writing.

HINT: there are 10!

Écoutez et écrivez : Bonjour ! Je m’appelle Julie et je viens de France. J’ai fait un voyage à

plusieurs pays dans le monde l’été dernier. D’abord, je suis partie de France pour l'Asie. Je suis

arrivée en Chine ou j’ai vu La Grande Muraille de Chine. Ensuite, je suis allée au Maroc ou je

suis montée à une montagne qui s’appelle Le Haut Atlas. C’est le plus haut sommet en Afrique

du Nord. Et puis, je suis partie du Maroc pour le Canada. Je suis allée à Québec et je suis passée

devant la Place Royal. Enfin, je suis rentrée à Marseille.

Homework – Study for geography quiz on Monday.

6. Assessment/Evaluation

What will the students do to demonstrate they are able to do what you have listed as your

objectives?

Take a verbe-à-thon quiz and conjugate the verb aller for one personal pronoun in the present,

the near future, and the passé composé; they will also grade their neighbor’s quiz. They will

repeat the conjugations aloud and turn in the quizzes to be recorded.

Ask questions and clarify any confusion about the homework – continue practice of

geographical articles and prepositions. When we go over the homework, students will be given

the opportunity to ask questions about it or clarify any aspects of the homework/concept that are

unclear. They will demonstrate continued practice by answering orally when called upon.

Read the blog: students will highlight the verbs in the passé composé and the locations with a

different colored marker and then we’ll go over it together as a class and students will be called

on randomly.

Listen to a song and do a cloze activity: practice listening comprehension, listen to a new song,

write the missing words of a Cloze activity, and discuss the song as a class. The cloze activity

gives the students a chance to practice listening comprehension and writing what they hear. They

will sing along to the song and write in their answers. When we discuss the answers together, I

will number the board with the blanks and have students go up and write an answer in any of the

blanks. Then we can check each other’s work and correct any mistakes.

Dictée: practice listening and writing skills through a dictée activity; practice use of the passé

composé and geographical prepositions. The students will listen to the reading and write down

everything they hear to the best of their ability. Although this is not graded, the students can use

this as a personal assessment tool in terms of their listening comprehension and spelling skills.

7. Reflection

Prénom : Date : Heure :

Trouvez tous les endroits ou Stephan Tanned a voyagé ! Soulignez-les avec un feutre jaune.

(Il y en a 8 en totale).

Trouvez tous les verbes dans le passé composé. Soulignez-les avec un feutre rose.

(Il y en a 11 en totale).

PVT: une solution pour voyager – Interview de Stephan Tanned

Peux-tu te présenter à nos lecteurs ?

Bonjour, je suis Stefan Tanned, je suis webmaster de blog, passionné par le voyage et l’aventure. J’ai créé plusieurs

blogs pour faire partager mes conseils pour voyager simplement et librement. J’ai réalisé un tour du monde en 2009

qui a duré plus de 1 an et demi où j’ai voyagé dans 8 pays dont l’Australie où je suis resté 15mois à travailler et

voyager.

Peux-tu expliquer ton principe PVT ?

Le PVT est le programme vacance travail, il permet de voyager et de travailler dans le pays où on le fait. Par exemple,

lorsque j’ai été en Australie, j’ai travaillé pendant la moitié de mon temps et voyager à travers l’Australie pendant

l’autre moitié de mon temps. Par contre, on y a droit qu’entre 18 et 30ans.

Tu essayes de concilier travail et vacances. Comment fais-tu pour organiser tes voyages ?

Pour vous dire franchement, je n’organise pas trop mes voyages, je fais le strict nécessaire. Je prends mon billet d’avion,

je regarde où je vais dormir puis selon mes envies et mes désirs, je reste plus ou moins longtemps dans la ville. Par

contre, je me renseigne au maximum sur les destinations et les quartiers où il y a mon hébergement, car il vaut

mieux être bien situé si on rentre tard ou si on veut se déplacer facilement.

Est-ce que tu trouves un travail avant de partir ou pars-tu totalement à l’aventure ?

Je pars totalement à l’aventure, car il est très difficile de trouver du travail avant de partir si on part en working

holiday visa. Par contre, il est aussi possible de trouver du travail par d’autres moyens si on souhaite travailler à

l’étranger, je pense notamment en Volontariat international entreprise.

Est-ce que ce n’est pas trop dur de partir seul ? N’as-tu jamais des coups de cafard ?

Bien sûr que j’ai eu des coups de cafards comme tout le monde, je pense qu’il faut partir faire les choses

graduellement. J’ai tout d’abord amélioré mon anglais et ensuite fait des sorties pour socialiser avec des nouvelles

personnes en France donc lorsque j’étais en voyage, il a été plus facile pour moi de me faire des nouveaux amis.

Comment finances-tu tes voyages ?

Je travaille et voyage en même temps donc je n’ai pas vraiment de budget précis, mais j’ai toujours un peu d’économie

pour compenser si je n’arrive pas à trouver du travail. Actuellement, j’essaie de développer mes projets web pour

pouvoir gagner de l’argent en travaillant sur internet pour pouvoir voyager, j’espère que ça va réussir.

Peux-tu nous raconter ta plus belle aventure ? Est-ce que tu regrettes un pays ?

Ma plus belle aventure est sans conteste celle que j’ai faite en Australie, car je suis resté 15 mois et j’ai fait plusieurs

road trips tout autour de l’Australie avec au programme camping, randonnées, baignade à la plage.

Peux-tu nous donner les trois conseils les plus importants pour faire un PVT ?

Renseignez-vous un maximum sur l’endroit où vous voulez faire votre PVT et vérifiez bien que votre dossier soit

complet, car il y a souvent des renvois. Faire un PVT à l’étranger, c’est que du bonheur, surpassez-vous et oubliez le

confort de la France. Vous êtes dans un autre pays donc profitez au maximum.

As-tu une situation en voyage amusante à nous raconter ?

J’en ai plusieurs, mais je ne vais vous en raconter qu’une seule. J’ai rencontré à la bibliothèque de Darwin, un ancien

collègue de promo de licence alors que je pianote sur mon ordinateur alors que je ne l’avais pas vu depuis 2 ans. C’est

étrange comment le monde peut-être petit.

Next step ? Quels sont tes projets à un an ?

J’ai plusieurs projets et j’ai notamment envie de vivre en Allemagne pendant 6 mois pour parfaire mon allemand, c’est

vraiment un projet personnel, vous pouvez retrouver mon blog à cette adresse : blog Allemagne. Je suis actuellement

en phase de renseignement. J’ai aussi un projet de tour du monde en 2014.

Pour conclure ?

Beaucoup de gens ont peur de voyager seul ou partir à l’étranger, moi je ne dis qu’une chose. Allez-y étape par étape,

faites vos gammes et préparez votre voyage en France. Ensuite, vous serez prêt à partir voyager.

Merci Stephan pour ton interview et bonne chance pour la préparation de ton tour du monde en 2014, nous ne

manquerons pas de te suivre !

http://www.voyage-monde.fr/2012/11/pvt-une-solution-pour-voyager-interview-de-stephan-

tanned

Si t'as été à Tahiti http://gauterdo.com/ref/ss/si.t.as.ete.a.tahiti.html

Dis, où t'as été cet été ?

Moi j'ai été à Tahiti

Si t'as été à Tahiti

C'est-y qu'tu y as été à pied ?

Refrain 1

J'ai pris ma moto

Je l'ai mise sur mon dos

Et je suis parti pour Tahiti

J'ai pris mon vélo

J'ai dit : va faire chaud

Et je suis parti pour Tahiti.

Si t'as été à Tahiti

T'as pas pu y aller en moto, hein ?

Si t'as été à Tahiti

T'as pas pu y aller en vélo, non.

Refrain 2

J'ai pris mon dada

Vas-y mon p'tit gars

Et je suis parti pour Tahiti

J'ai pris mon boa

J'l'ai mis sous mon bras

Et je suis parti pour Tahiti.

Si t'as été à Tahiti

T'as pas pu y aller en dada, ha

Si t'as été à Tahiti

T'as pas pu y aller en boa.

Refrain 3

J'ai pris mon cerceau

J'ai mis mon chapeau

Et je suis parti pour Tahiti

J'ai pris mon bateau

Je l'ai mis sur l'eau

Et je suis parti pour Tahiti.

Si t'as été à Tahiti

T'as pas pu y aller en cerceau

Si t'as été à Tahiti

T'as pu y aller qu'en bateau Paroles et musique:

T'as pu y aller qu'en bateau Robert Pierret et Jean Guillaume

T'as pu y aller qu'en bateau ! Interprète: Albert de Paname

Qu'en bateau. [x5]

Si t'as été à Tahiti http://gauterdo.com/ref/ss/si.t.as.ete.a.tahiti.html

Dis, où t'as ___________________ cet été ?

Moi j'ai été à Tahiti

Si t'as été à Tahiti

C'est-y qu'tu y as été à pied ?

Refrain 1

J'ai ________________________ ma moto

Je l'ai mise sur mon dos

Et je suis ____________________ pour Tahiti

J'ai pris mon vélo

J'ai dit : va faire chaud

Et je ________________________ parti pour Tahiti.

Si t'as été à Tahiti

T'as pas pu y ___________________ en moto, hein ?

Si t'as été à Tahiti

T'as pas pu y ___________________ en vélo, non.

Refrain 2

J'ai _______________________ mon dada

Vas-y mon p'tit gars

Et je ____________________ parti pour Tahiti

J'ai pris mon boa

J'l'ai mis sous mon bras

Et je suis parti pour Tahiti.

Si t'as été _______ Tahiti

T'as pas pu y aller en dada, ha

Si t'as été à Tahiti

T'as pas _____________________ y aller en boa.

Refrain 3

J'ai pris mon cerceau

J'ai mis mon ______________________________

Et je suis parti pour Tahiti

J'ai pris mon _____________________________

Je l'ai mis sur ___________________

Et je suis parti pour Tahiti.

Si t'as été à Tahiti

T'as pas pu y aller en cerceau

Si t'as ________________________ à Tahiti

T'as pu y aller qu'en bateau Paroles et musique:

T'as pu y aller qu'en bateau Robert Pierret et Jean Guillaume

T'as pu y aller qu'en bateau ! Interprète: Albert de Paname

Qu'en bateau. [x5]

Day 6

1. Objectives and Goals

By the end of the lesson students will be able to….

Understand a new idiomatic expression

Review for a geography quiz

Take a geography quiz

Listen to a Canadian song

Take a fake pop quiz on vandertramp verbs

The idiom serves as the introduction to the day and the geography quiz. It is a common

expression that could help students to remember the geographical preposition that aligns with

Spain. The review for the quiz is intended to prime the students’ knowledge for the geography

quiz. There is a review on the same day because the entire quiz is memorization of geographical

locations and country articles therefore it is important to jog the memory right before the quiz.

The geography quiz is two-fold: locations and articles. The location is included because we’re

talking about locations all over the world and students should know where these places are on a

map. The memorization of the article is essential to using the correct geographical preposition so

this is a scaffolding measure to get the students to memorize the articles.

The song gives the students an opportunity to hear a different French accent, to work on

their listening skills, and learn a new song that is sung by a Canadian singer. The fake pop quiz is

really meant for the students to self-test. They can’t use their notes and it should give them a

really good idea of their learning and how much work they need to do to get ready for the final

assessment. It also gives me that information to assess how the class as a whole and individual

students. It’s also the exit ticket for the day.

The power point is an assessment tool for the students and for me to know how they’re doing. It

gives them an opportunity to self-test without actually being graded like a test. It is an

individualized activity that tests their memorization and understanding of geographical

prepositions. Their score is also their exit ticket for the day.

2. Class Details

This is a French 2 class in a high school. This lesson is taught 6-8 weeks into the school year.

There are 25 students in the class. The class period is 55 minutes long.

3. 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.

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.

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.

4. Materials

For the idiom, the expression will be written on the board. Dictionaries will be placed on every

other desk for the students before they arrive to class.

Students will need copies of their maps to play the tapette activity.

A copy of the quiz for each student.

Ziplock bags with pieces of paper with geographical locations written on them for small group

work.

I will need my computer and the ppt to do the self-assessment of geographical preposition.

5. Procedure/Steps of the lesson

1. Lundidiom: 5 minutes

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.

On Mondays, the students are introduced to new a new idiomatic expression. They attempt to

understand the expression and determine the English equivalent of the expression. This is an

established activity that is titled “Lundidiom” (lundi + idiom) and it occurs weekly. The idiom

chosen for the day is meant to tie into the current topic/unit. The expressions should be useful,

used by native speakers, interesting/fun, and it is helpful if there is an English equivalent, though

it is not necessary because there are French expressions that simply don’t exist in English (in that

case an interesting discussion could take place about cultural representations, or lack thereof,

through language). Standard 3.2: Students acquire information and recognize the distinctive

viewpoints that are only available through the foreign language and its cultures.

This is also the “bell work” for Mondays. The students arrive and there is a new idiom

written on the board. Dictionaries are placed on every other desk and the students may work

alone or in groups of 2-3. Standard 1.1: Students engage in conversations, provide and obtain

information, express feelings and emotions, and exchange opinions. They should get started right away

because this is an established activity so there is no need for detailed instructions. Their task is to

try to understand the idiom: they will translate the words using the dictionary if needed, explain

its deeper meaning, and give the English equivalent if it exists. Idioms will range in difficulty but

the chosen idioms should be challenging enough that the students don’t quickly know the

expression with a word-to-word translation. This is also an opportunity for students to practice

using the dictionary in a structured activity. If students struggle to understand the expression,

that’s ok! This activity is meant to be challenging, interesting, and fun. After the bell, the

students have 3 minutes to work on the expression on their own and then we come together as a

class and discuss our ideas and findings for 3 minutes.

“Lundidiom” for Day 6

Bâtir des châteaux en Espagne = to build castles in the air

- To try to do something impossible/ridiculous

- To attempts impossible projects

- To have unrealistic or utopian goals or dreams

Étymologie Cette expression date au moins du XIIIe siècle (référence dans le Roman de la

Rose). Au XVIe siècle, elle fait partie du langage courant. En 1531, Étienne Pasquier l’explique

par le fait qu’il n’y avait pas de châteaux dans la campagne espagnole, ce qui empêchait les

Maures de disposer d’abris sûrs.

http://fr.wiktionary.org/wiki/b%C3%A2tir_des_ch%C3%A2teaux_en_Espagne

Etymology

The first term dates from the late 1500s. The variant, castles in Spain (or châteaux en Espagne),

was recorded in the Roman de la Rose in the 13th century and translated into English around

1365. Verb to build castles in the air

1. (idiomatic) To imagine visionary projects or schemes; to daydream; to have an idle fancy,

a pipe dream or any plan, desire, or idea that is unlikely to be realized.

http://en.wiktionary.org/wiki/build_castles_in_the_air

Transition to map activity: students are told to get out their maps.

2. Tapette: 10 minutes

They will take a quiz today and this is an opportunity for them to review before the quiz.

This is an activity that involves slapping the correct answer. There are a lot of variations on this

game but for this activity, each student will each have copies of the own maps and they will slap

(or just point to) the location that I say. I will say the locations in English and they will have to

find it, point to it, and say it aloud in French. Then I will say the name in French and have the

class repeat it. Standard 1.2: Students understand and interpret written and spoken language on a

variety of topics. The purpose of this review activity right before the quiz is because the students

may not have studied all weekend and the quiz is almost entirely memorization so I think the

more repetition they can get the better.

Transition to quiz: take everything off your desk except something to write with.

3. Geography Quiz: 15 minutes

Students take the quiz in SILENCE and hand them in when they’re done. The quiz is worth

20 points. They have to list the article of the country and match the letter to the location. There is

no spelling because all the countries are listed. The goal is that they can identify the countries

that we have been studying and list the article. The article is worth ½ point and correctly labeling

the location is also worth ½ point.

Transition: to song. I’ll already have my computer ready while they’re taking the quiz. They

need to get out their notebook or a sheet of paper to write on.

4. Song – Les Maudits Francais: 17 minutes

http://www.youtube.com/watch?v=Dt5Xg-FZ5es

First I will play the song and ask them to write down as many words as possible that they

heard, even if they don’t know the meaning of the words. It’s a very fast paced song so they’ll

probably freak out and say they didn’t understand very much. But it’s good listening practice and

it’s not graded. Then I’ll have the students report some of the things that they heard. We can

discuss translations if people know the translation. Then I’ll play the video which has the lyrics

in French on the screen. Then I’ll ask them what they understood, what they think the song it

about, and any other words they might have caught – either that they did understand or that they

wanted to know the translation. Then I’ll hand the lyrics which are in French with the English

translation and we’ll listen to the song one last time. Now that they have the translation, we can

talk about why the artist chose to make the decisions that she made and the impact they have.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices

and perspectives of the culture studied. This is a Canadian song which pokes fun at the French and

their ‘wrong’ pronunciation of the French language. The singer makes many cultural references

to the ‘bizarre’ French traditions and language while making a comparison to the Canadian way

of doing/saying things. It is ironically funny and full of French and Canadian cultural

representations.

Transition: to fake pop quiz! I’ll hand out the sheets while explaining.

5. Fake pop quiz: 5 minutes

So I will explain to them that they’re going to take a pop quiz. It’s a quiz because they can’t

use their notes but it’s only worth a homework grade. They are using this as a tool to self-assess

how well they know their vandertramp verbs. This is also the exact replica of a worksheet they

did last week. It lists all the vandertramp verbs and asks them to fill in the meaning and the

translation as well as the rule for conjugation verbs in the past tense with être. This is the exit

ticket so I can see how they’re doing as well. If they do it, they get credit as a homework grade.

Homework: VAT = venir. 3 minute explanation For THURSDAY find 3 different

Francophone people who are NOT from France. On a notecard answer these questions: 1) what

are each of their names? 2) Where are they each from? 3) What do they do for a living? This

should take about 5 minutes on a google search.

6. Assessment/Evaluation

What will the students do to demonstrate they are able to do what you have listed as your

objectives?

Understand a new idiomatic expression: work with a dictionary and others to figure out the

expression and discuss findings as a class.

Review for a geography quiz: play tapette with a partner.

Take a geography quiz: they will take the quiz and turn it in.

Listen to a Canadian song: they will write down as much as possible, listen to the song, read

the lyrics, and participate in a class discussion.

Take a fake pop quiz on vandertramp verbs: this is their exit ticket so they will turn it in

before they leave.

7. Reflection

Prénom : Date : Heure :

In the first column, write the letter of the country that matches onto the map in the correct

location. IN the second column, write the country’s article that corresponds.

Map Letter Article

1. ___K___ ________ France

2. ___P___ ________ Allemagne

3. ___E___ ________ Mexique

4. ___J___ ________ Panama

5. ___M__ ________ Madagascar

6. ___F___ ________ Tunisie

7. ___R___ ________ Martinique

8. ___B___ ________ Chine

9. ___T___ ________ Portugal

10. ___H___ ________ États-Unis

11. ___O___ ________ Zimbabwe

12. ___C__ ________ Haïti

13. ___G___ ________ Brésil

14. ___L___ ________ Algérie

15. ___A___ ________ Pays-Bas

16. ___Q___ ________ Belgique

17. ___I___ ________ Suisse

18. ___S___ ________ Sénégal

19. ___C___ ________ Japon

20. ___N___ ________ Russie

Prénom : Date : Heure :

KEY

Map Letter Article

1. __K___ ____la____ France

2. __P____ ____l’____ Allemagne

3. __E____ ____le____ Mexique

4. __J____ ____le____ Panama

5. __M___ _________ Madagascar

6. __F___ ___ _la____ Tunisie

7. __R____ ____la____ Martinique

8. __B____ ____la____ Chine

9. __T____ ____le____ Portugal

10. __H___ ____les____ États-Unis

21. __O___ ____le____ Zimbabwe

22. __C___ ________ Haïti

23. __G__ ____le____ Brésil

24. __L___ ____l’____ Algérie

25. __A___ ___les____ Pays-Bas

26. __Q____ __la____ Belgique

27. __I___ ____la____ Suisse

28. __S___ ___le____ Sénégal

29. __C___ ___le____ Japon

30. __N____ __la____ Russie

http://lyricstranslate.com

Les Maudits Français – Lynda Lemay

Ils parlent avec des mots précis

Ils prononcent toutes leurs syllabes

À tout bout de champ, ils se donnent des bises

Ils passent leurs grandes journées à table

Ils ont des menus qu'on comprend pas

Ils boivent du vin comme si c'était de l'eau

Ils mangent du pain puis du foie gras

En trouvant le moyen de pas être gros

Ils font des manifs au quart d'heure

À tous les maudits coins de rue

Tous les taxis ont des chauffeurs

Qui roulent en fous, qui collent au cul

Et quand ils parlent de venir chez nous

C'est pour l'hiver ou les Indiens

Les longues promenades en Ski-doo

Ou encore en traîneau à chiens

Ils ont des tasses minuscules

Et des immenses cendriers

Ils font du vrai café d'adulte

Ils avalent ça en deux gorgées

On trouve leurs gros bergers allemands

Et leurs petits caniches chéris

Sur les planchers des restaurants

Des épiceries, des pharmacies

Ils disent qu'y dînent quand ils soupent

Et il est deux heures quand ils déjeunent

Au petit matin, ça sent le yaourt

Ils connaissent pas les œufs-bacon

En fin de soirée, c'est plus choucroute

Magret de canard ou escargots

Tout se déroule bien jusqu'à ce qu'on goûte

À leur putain de tête de veau

Un bout de paupière, un bout de gencive

Un bout d'oreille, un bout de museau

Pour des papilles gustatives de Québécois, c'est un peu trop

Puis, ils nous prennent pour un martien

Quand on commande un verre de lait

Ou quand on demande : "La salle de bain

Est à quelle place, s’il vous plaît" ?

Et quand ils arrivent chez nous

Ils se prennent une tuque et un Kanuk

Se mettent à chercher des igloos

Finissent dans une cabane à sucre

Ils tombent en amour sur le coup

Avec nos forêts et nos lacs

Et ils se mettent à parler comme nous

Apprennent à dire tabarnacle

Et bien saoulés au caribou

À la Molson et au gros gin

Ils s'extasient sur nos ragoûts

De pattes de cochon et nos plats de binnes

Vu qu'on n'a pas de fromages qui puent

Ils s'accommodent d'un vieux cheddar

Et ils se plaignent pas trop non plus

De notre petit café bâtard

Quand leur séjour tire à sa fin

Ils ont compris qu'ils ont plus le droit

De nous appeler les Canadiens

Alors que l'on est québécois

Ils disent au revoir, les yeux tout trempes

Le sirop d'érable plein les bagages

On réalise qu'on leur ressemble

On leur souhaite bon voyage

On est rendu qu'on donne des becs

Comme si on l'avait toujours fait

Y a comme un trou dans le Québec

Les Maudits Francais

They speak in precise words

They pronounce all the syllables

They're always kissing each other

They spend their long days at the table

They have menus we don't understand

They drink wine as if it were water

They eat bread and then foie gras

And somehow they manage to not get fat

They have demonstrations every quarter hour

On every damn street corner

Every taxi has a driver

Who drives crazy, who sticks the a** (tailgates)

And when they talk about coming here

It's for the winter, for the Indians

The long Ski-doo trips

Or the dog sled

They have tiny cups

And huge ashtrays

They make real coffee for adults (really strong coffee)

They swallow it in two gulps

We find their big German sheepdogs

And their little beloved poodles

On the floor in the restaurants

In the groceries, in the pharmacies

They say they're having dinner when they're having supper

It's already two o'clock when they have lunch

At the end of the evening, it's more sauerkraut

Duck cutlets or snails

Everything's okay until we taste

Their damned veal's head

A piece of eyelid, a piece of gum

A piece of ear, a piece of snout

For Quebeckers' taste buds, this is a little too much

Then, they act like we're Martians

When we order a glass of milk

Or when we ask, "The bathroom (not "toilette")

Is where, if you please?"

And when they come here,

They buy a knit hat and a heavy coat

Start looking around for igloos

And end up in a sugar cabin

They fall head over heels in love

With our forests and our lakes

And they start to talk like us

Learn to say, "tabernak"

And get intoxicated with the caribou

And the Molson beer and the gin

They go into ecstasy over our stews

With pig's feet and our dishes of beans

Since we don't have stinky cheese

They put up with some old cheddar

And they don't complain

About our lousy coffee

When their stay comes to an end

They have learned that they can't keep

Calling us "Canadians"

When we are Quebeckers

They say goodbye, tears in their eyes

Maple syrup in their luggage

We realize that we look like them

We wish them "bon voyage"

We give them little pecks on the cheek

As if we've always done it

We act as though we are so sorry to see them go (lit., "leaves a hole in Québec)

When we say goodbye to the damned French.

Prénom : Date : Heure :

Now that you know how to conjugate verbs in the passé composé with the auxiliary être, you can

say/do so much in French! Here are some of the verbs in their infinitive form.

Write the past participle & meaning

Descendre = _______________________ __________________________

Rester = ___________________________ __________________________

Monter = __________________________ __________________________

Rentrer = __________________________ __________________________

Sortir = ___________________________ __________________________

Venir = ___________________________ __________________________

Aller = ___________________________ __________________________

Naître = ___________________________ __________________________

Devenir = _________________________ __________________________

Entrer = ___________________________ __________________________

Retourner = ________________________ __________________________

Tomber = __________________________ __________________________

Revenir = __________________________ __________________________

Arriver = __________________________ __________________________

Mourir = __________________________ __________________________

Partir = ___________________________ __________________________

Passer = ___________________________ __________________________

Formation

In order to form sentences with these verbs in the passé composé, you need:

Subject + present tense of être + past participle (agrees in ________& ___________with subject)

DAY 7 - Cooperative Learning: Day 1

[Teacher Thinking]

1. Objectives and Goals

By the end of the lesson students will be able to….

Work independently to review previous material - packet

Work together with team members to review previous material - packet

Brainstorm and collaborate with team members with new material

Generate a rule for a specific component of a grammar topic (on their own!)

This day one of a 2-day cooperative lesson is totally focused on the grammar component

of adjective agreement, which is complete review, within the context of ethnicity/nationality

adjectives, which is a mix of old and new. The previous week the students learned the passé

composé with motion verbs (vandertramp) as well as geographical locations and geographical

prepositions. The ethnicity/nationality vocabulary aligns perfectly with everything else and it’s a

good mix of old and new material. The students work independently in order to tap into their

personal knowledge or memory of adjective agreement. There are sections which ask for

definitions, examples, and explanations – both in English and in French. Then the students

collaborate with their group members in order to decide on their best answers to these activities.

Then they apply their understanding of adjective agreement to a very specific context –

ethnicity/nationality adjectives. The reason being is there are separate and different agreement

rules which can be chunked into categories, just like any grammar rule, that apply specifically to

ethnicity/nationality adjectives. Chunking always makes memorization easier which is ultimately

the goal of any set of vocabulary. This lesson aims to give the students an opportunity to

generate the agreement rule themselves which also aids memory retention. They will also teach

their part to their peers because teaching is a great way to assess one’s comprehension and

solidify it.

Assessment begins completely individually and then moves to group collaboration

(today). [Tomorrow: students start with group collaboration, do a group activity, then individual

students represent the group, and at the end we return to completely individual work.]

2. Class Details

This is a French 2 class in a high school. This lesson is taught about 1-2 months into the year.

There are 25 students in the class. The class period is 55 minutes long.

3. 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.

Connections Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign

language.

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.

4. Materials

Student desks will be arranged in 5 cluster groups. The students won’t need much stuff

because the packets will be provided for them and it includes the activities. I will provide all the

packets and papers, and there will be a resource box on the desks. In the resource box there will

be: the papers necessary for the day, extra writing utensils, highlighters, a dictionary, and a timer.

I will have my own timer and I will keep the actual time for the class and tell them when

to move on to the next activity. A loud timer will be set for each section and the alarm signals to

the students that they must move it. I want to be the timekeeper so that the students focus on their

work and the time doesn’t get messed up. The timer on the desk is for the time contentious

students who need to see how much time they have left to work on an activity.

Prior knowledge/anticipated problems:

PK: they have already learned the concept of adjective agreement. It’s one of the very first

lessons in French 1. They have also already learned some of the ethnicity/nationality adjectives,

especially French and American, which will definitely come in handy.

AP: They are generating the grammar rule themselves so they could feel very uncomfortable

with the idea of students being in charge of their own learning. They could also feel slightly

abandoned if left to their own devices. Because they are working very independently, it is more

likely that students could be off task. They will also be teaching each other so the biggest

potential problem is that the material is learned incorrectly and then taught incorrectly.

I have a few safeguard ideas to try to combat these potential issues. I will explain to them

outright that they will be in charge of generating a rule on their own, but that I will also double

check their work at the end and no one will leave the classroom with a wrong or incomplete

understanding. I want to empower them to be in charge of their own learning and encourage

them that they are fully capable of working independently and with their peers.

To keep them on task, there are several individual activities that the students have to

complete and hand in as part of their grade which is explicitly stated. If any of the students

generate a rule that is wrong or incomplete, first I would just tell them that it’s not quite done and

they should review and revise their work. If necessary, I may give specific instructions i.e.

double check your pronunciation change between masculine and feminine. I will circulate

around the classroom during the entire lesson so hopefully I can circumvent an incorrect idea but

I can also help them figure it out if a group particularly struggles.

5. Procedure/Steps of the lesson

1. Coop Learning Explanation

The students come in and I have their name tags placed on the desk clusters to indicate where

they should sit. I will also have the Letter groups projected. (I chose who was in what group).

Each desk also has a letter taped to the cluster so they know their group’s letter. AT THE STOP:

I will explain to them that they are going to review some old material and learn some new

material about French adjectives. I will explain the importance of working together as a group

and that each student will be assessed both individually and at the group level. There are

individual activities which much be completed individually and group activities that must be

equitably completed. I will also explain that there are time constraints and that I will keep track

of the time for them. Packets must be handed it at the end of the hour so it is important to

complete them and do them well! Then they can reach into their resource box and get to work!

The students go through the steps in the packet and then turn in their work at the end of the hour.

I can circulate around the classroom while they are working to check in and offer assistance.

Intro: 3 min

Step 1: Individual – 12 minutes Standard 3.1: Students reinforce and further their knowledge of

other disciplines through the foreign language.

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the

language studied and their own.

Step 2: Individual – 4 minutes. Standard 4.1: Students demonstrate understanding of the nature of

language through comparisons of the language studied and their own.

Step 3: Group – 2 minutes.

Step 4: Group – 11 minutes. Standard 1.1: Students engage in conversations, provide and obtain

information, express feelings and emotions, and exchange opinions.

Step 5: Group – 17 minutes. Standard 1.1: Students engage in conversations, provide and obtain

information, express feelings and emotions, and exchange opinions.

Wrap up: Students check in with me once they have finalized their grammar rule. They also hand

in all packets and individual report form before leaving!

The Rules! (For my reference):

*There is never a pronunciation change from singular to plural*

A. 1) Spelling change: add an ‘e’ to the masculine form to make it feminine; add an ‘s’ to

make it plural IFF it does not already end in an ‘s.’ Pronunciation change: final consonant

is pronounced from masculine to feminine form.

Il est allemand. Elle est allemande. Ils sont allemands. Elles sont allemandes.

2) Spelling change: add an ‘e’ to the masculine form to make it feminine; add an ‘s’ to

make it plural IFF it does not already end in an ‘s.’ Pronunciation change: none.

Il est espagnol. Elle est espagnole. Ils sont espagnols. Elles sont espagnoles.

B. Spelling change: add an ‘e’ to the masculine form to make it feminine; add an ‘s’ to

make it plural IFF it does not already end in an ‘s.’ Pronunciation change: 2 changes =

the final vowel changes from [e] to [E] and the final consonant is pronounced from

masculine to feminine form.

Il est anglais. Elle est anglaise. Ils sont anglais. Elles sont anglaises.

C. Spelling change: add an ‘e’ to the masculine form to make it feminine; add an ‘s’ to

make it plural IFF it does not already end in an ‘s.’ Pronunciation change: 2 changes =

the final vowel changes from nasal to oral and the final consonant is pronounced from

masculine to feminine.

Il est mexicain. Elle est mexicaine. Ils sont mexicains. Elles sont mexicaines.

D. Spelling change: double the final consonant and add an ‘e’ to the masculine form to

make it feminine; add an ‘s’ to make it plural IFF it does not already end in an ‘s.’

Pronunciation: Pronunciation: 2 changes = (semivowel +) the final vowel changes from

nasal to oral and the final consonant is pronounced from masculine to feminine.

Il est italien. Elle est italienne. Ils sont italiens. Elles sont italiennes.

E. Spelling change: none for masculine to feminine; add an ‘s’ to make it plural IFF it does

not already end in an ‘s.’ Pronunciation change: none.

Il est russe. Elle est russe. Ils sont russes. Elles sont russes.

Homework : none

6. Assessment/Evaluation

What will the students do to demonstrate they are able to do what you have listed as your

objectives?

They will hand in their individual packets which will be assessed in terms of completion and

accuracy. The completion is definitely more important though and any incorrect answers will

simple be circled but not corrected. The students can then correct the mistakes and re-submit for

the full points. Individual points for the packet = 10 points

They will hand in their group packets which will be assessed in terms of correctness. They

submit the group packet before leaving today and any mistakes will be addressed before the

students go on to teach their peers the next day. Group packet and rule = 30 points.

Students will fill out the individual report form will give me much better insight into the

cohesion of the group. Any issues or even successes can be documented by the students

themselves.

7. Reflection

Prénom : Date : Heure :

Cooperative Learning: Day 1

Introduction:

Bonjour classe! Today you be working in small groups and collaborating with your peers.

Your groups have been arranged into a cluster of desks and you will be able to discuss with them

shortly. For now, you have 3 minutes to read silently and individually. When you are done

reading, look up and wait for further instructions. An alarm will buzz at the end of 3 minutes.

Goals:

It is essential to understand the basic building blocks of the French language and this

packet will serve as a review of previous material and an introduction to new material. The focus

for day is adjectives, adjective agreement, and ethnicity/nationality vocabulary. You will be

working in groups and it is essential that all group members participate equally. There will be

group assignments as well as individual assignments that you will be responsible for completing.

Do not lose this packet! You will submit the entire packet at the end. The success of the whole

depends on all its parts; there will be activities that require all members to succeed. It is essential

that you work together as a group to reach your learning goals. All members of the group are

expected to keep others on task, to be good listeners, to take good notes, to see to it that all

voices are heard equitably, to gather necessary materials, and to contribute to the successes of

others.

Important information:

You may write in English in this packet. You may speak to your group members in

English during designated times of this lesson. Be sensitive and mindful of others during this

process and do your best work. Your success depends on the success of those around you and all

group members must work equitably. Stay on task, keep track of time, and listen for the time

buzzer signals. There is a box on your desk with valuable resources that you may want to

consult.

Groups:

Each student has been assigned a letter A-E and a number 1-5. Today you are sitting in

your Letter Groups and you will be working with your fellow Letter Group peers today. Take a

moment to note the letter that is taped on your desk cluster. The assignments in this packet are

assigned as ‘Group’ or ‘Individual’ and you will complete these activities accordingly.

STOP AND WAIT FOR FURTHER INSTRUCTIONS.

Step 1: Individual – 12 minutes

Pensez! Think of adjectives and their function in language. Read and complete the activities.

Give the definition of an adjective: _________________________________________________

______________________________________________________________________________

Give examples of adjectives in English: _____________________________________________

______________________________________________________________________________

Give examples of adjectives in French: ______________________________________________

______________________________________________________________________________

The grammatical structure of an adjective is different in English and French. Describe the

grammatical rules of adjectives in the French language, as compared to English. Give examples.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Use a highlighter and identify all the adjectives in the following French sentences:

1. Le jeune homme a mangé un poivre rouge. La jeune femme a mangé une fraise rouge.

What do you notice about the adjectives in these two sentences? How are they similar? How are

they different? Why?

______________________________________________________________________________

______________________________________________________________________________

2. Le garçon ancien est végétarien. La fille ancienne est végétarienne.

What do you notice about the adjectives in these two sentences? How are they similar? How are

they different? Why?

______________________________________________________________________________

______________________________________________________________________________

3. C’est un bon garçon brun. C’est une bonne fille brune.

What do you notice about the adjectives in these two sentences? How are they similar? How are

they different? Why?

______________________________________________________________________________

______________________________________________________________________________

4. Le chat est discret. La souris est discrète.

What do you notice about the adjectives in these two sentences? How are they similar? How are

they different? Why?

______________________________________________________________________________

______________________________________________________________________________

5. Le petit garçon est très joli. La petite fille est très jolie.

What do you notice about the adjectives in these two sentences? How are they similar? How are

they different? Why?

______________________________________________________________________________

______________________________________________________________________________

Step 2: Individual – 4 minutes.

Pensez ! In the English language, we use many different adjectives to describe ethnicities and

nationalities, for example: American or Chinese. These adjectives fall into separate categories

based on their respective endings. Think of these adjectives and generate a list of as many

common ending categories as you can think of. Give some examples for each category.

Adjectives that end in . . ._________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Pensez ! Now do the same brainstorm activity in French. Think of the ethnicity/nationality

adjectives in the French language. Generate a list of as many common ending categories as you

can think of. Give some examples for each category.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Step 3: Group – 2 minutes.

Meet your group! You have been randomly grouped together and you will collaborate for this

activity. Introduce yourself to each other and write down the names of all of your group

members.

My name is: ___________________________________________________________________

My Letter Group members are:

1.

2.

3.

4.

Today you are gathered in your Letter Groups. Locate your letter on the desks and write it down.

We are: Group ___________

Step 4: Group – 11 minutes.

Take this time to collectively discuss your answers from the activities that you completed in Step

1 and Step 2. There is a blank copy of Step 1 and Step 2 stapled together in the resources box on

your desk cluster. As a team, discuss your answers, and fill out the blank copy with your best

collective answers. This copy will be turned in and graded as a group assignment.

Write down all of your names and your letter (A / B / C / D / E) on the group copy. All students

must contribute equally to the discussion and assignment. Likewise, all students must be

involved in writing the answers in the group copy.

Step 5: Group – 17 minutes.

Look inside the Resource Box on your desks and locate the envelope with your task description

and Group Letter written in red ink. For example: Group C: Task Description. Inside of the

envelope is a description of the new material that you are assigned to learn and teach to the rest

of the class. Read your task description and during these 15 minutes brainstorm with each other.

Next, fill out the Letter Group Investigation Form which can also be found in the envelope.

**Group A you will fill out 2 copies of the Letter Group Investigation Form. The work

cannot be divided between members of your group. Each group member must participate fully

in BOTH discussions and contribute to both copies. It is essential that all team members

understand all parts! ** HINT: Do one part together and then move in to the second part

together! **

GROUP A: TASK DESCRIPTION

An adjective must agree in gender and number with the noun that it modifies. When an

adjective agrees with its subject in gender and number, the spelling of the adjective can change,

the pronunciation of the adjective can change, and sometimes there is no change.

Ethnicity/nationality adjectives follow these tendencies as well. There are several different

categories of ethnicity/nationality adjectives and they are categorized by their endings.

You have been assigned 1 of these categories to investigate as a group. Your category has

two parts. An example of each part is:

1. Il est allemand. Elle est allemande. Ils sont allemands. Elles sont allemandes.

2. Il est espagnol. Elle est espagnole. Ils sont espagnols. Elles sont espagnoles.

Your assignment: take each example and generate a rule for each example which can be applied

to all other members of this category. Assume that this example follows the RULE that you will

generate. As a group, investigate the material together and later you will teach your part to the

class. In order to achieve total group success, it is necessary that all members of your group:

Understand the grammatical concept of adjective agreement

Find examples of your category:

Be able to explain the differences in pronunciation and spelling of the 4 forms

Give a group presentation to the class on your findings

As a group, discuss and collaborate together about the topic. Prepare a 5 minute explanation that

your group will present and teach to the class. All group members should work together to

ensure that each group member is prepared to perform all of these tasks individually.

GROUP B: TASK DESCRIPTION

An adjective must agree in gender and number with the noun that it modifies. When an

adjective agrees with its subject in gender and number, the spelling of the adjective can change,

the pronunciation of the adjective can change, and sometimes there is no change.

Ethnicity/nationality adjectives follow these tendencies as well. There are several different

categories of ethnicity/nationality adjectives and they are categorized by their endings.

You have been assigned 1 of these categories to investigate as a group. An example of

your group’s category is:

Il est anglais. Vs. Elle est anglaise.

Ils sont anglais. Vs. Elles sont anglaises.

Your assignment is to take this example and generate a rule which can be applied to all other

members of this category. Assume that this example follows the RULE that you will generate.

As a group, investigate the material together and later you will teach your part to the class. In

order to achieve total group success, it is necessary that all members of your group:

Understand the grammatical concept of adjective agreement

Find examples of your category:

Be able to explain the differences in pronunciation and spelling of the 4 forms

Give a group presentation to the class on your findings

As a group, discuss and collaborate together about the topic. Prepare a 5 minute explanation that

your group will present and teach to the class. All group members should work together to

ensure that each group member is prepared to perform all of these tasks individually.

GROUP C: TASK DESCRIPTION

An adjective must agree in gender and number with the noun that it modifies. When an

adjective agrees with its subject in gender and number, the spelling of the adjective can change,

the pronunciation of the adjective can change, and sometimes there is no change.

Ethnicity/nationality adjectives follow these tendencies as well. There are several different

categories of ethnicity/nationality adjectives and they are categorized by their endings.

You have been assigned 1 of these categories to investigate as a group. An example of

your group’s category is:

Il est mexicain. Vs. Elle est mexicaine.

Ils sont mexicains. Vs. Elles sont mexicaines.

Your assignment is to take this example and generate a rule which can be applied to all other

members of this category. Assume that this example follows the RULE that you will generate.

As a group, investigate the material together and later you will teach your part to the class. In

order to achieve total group success, it is necessary that all members of your group:

Understand the grammatical concept of adjective agreement

Find examples of your category:

Be able to explain the differences in pronunciation and spelling of the 4 forms

Give a group presentation to the class on your findings

As a group, discuss and collaborate together about the topic. Prepare a 5 minute explanation that

your group will present and teach to the class. All group members should work together to

ensure that each group member is prepared to perform all of these tasks individually.

GROUP D: TASK DESCRIPTION

An adjective must agree in gender and number with the noun that it modifies. When an

adjective agrees with its subject in gender and number, the spelling of the adjective can change,

the pronunciation of the adjective can change, and sometimes there is no change.

Ethnicity/nationality adjectives follow these tendencies as well. There are several different

categories of ethnicity/nationality adjectives and they are categorized by their endings.

You have been assigned 1 of these categories to investigate as a group. An example of

your group’s category is:

Il est italien. Vs. Elle est italienne.

Ils sont italiens. Vs. Elles sont italiennes.

Your assignment is to take this example and generate a rule which can be applied to all other

members of this category. Assume that this example follows the RULE that you will generate.

As a group, investigate the material together and later you will teach your part to the class. In

order to achieve total group success, it is necessary that all members of your group:

Understand the grammatical concept of adjective agreement

Find examples of your category:

Be able to explain the differences in pronunciation and spelling of the 4 forms

Give a group presentation to the class on your findings

As a group, discuss and collaborate together about the topic. Prepare a 5 minute explanation that

your group will present and teach to the class. All group members should work together to

ensure that each group member is prepared to perform all of these tasks individually.

GROUP E: TASK DESCRIPTION

An adjective must agree in gender and number with the noun that it modifies. When an

adjective agrees with its subject in gender and number, the spelling of the adjective can change,

the pronunciation of the adjective can change, and sometimes there is no change.

Ethnicity/nationality adjectives follow these tendencies as well. There are several different

categories of ethnicity/nationality adjectives and they are categorized by their endings.

You have been assigned 1 of these categories to investigate as a group. An example of

your group’s category is:

Il est russe. Vs. Elle est russe.

Ils sont russes. Vs. Elles sont russes.

Your assignment is to take this example and generate a rule which can be applied to all other

members of this category. Assume that this example follows the RULE that you will generate.

As a group, investigate the material together and later you will teach your part to the class. In

order to achieve total group success, it is necessary that all members of your group:

Understand the grammatical concept of adjective agreement

Find examples of your category:

Be able to explain the differences in pronunciation and spelling of the 4 forms

Give a group presentation to the class on your findings

As a group, discuss and collaborate together about the topic. Prepare a 5 minute explanation that

your group will present and teach to the class. All group members should work together to

ensure that each group member is prepared to perform all of these tasks individually.

GROUP _____________ Investigation Form

Use the adjectives from your example to fill out this chart:

Masculine Feminine

Singular

Plural

The masculine singular form of the adjective is considered the ‘default form’ of the adjective.

Consider the change/s from masculine singular to feminine singular. Consider the change/s from

singular to plural. What do you notice? Are there similarities? Are there differences?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Ignore the subject and verb in the sentence and consider only the adjective. Can you SEE any

change/s in spelling between the masculine and the feminine forms? If yes, describe the change/s

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Ignore the subject and verb in the sentence and consider only the adjective. Can you HEAR any

change/s in pronunciation between the masculine and the feminine forms? If yes, describe the

change/s.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Ignore the subject and verb in the sentence and consider only the adjective. Can you SEE any

change/s in spelling between the singular and the plural forms? If yes, describe the change/s.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Ignore the subject and verb in the sentence and consider only the adjective. Can you HEAR any

change/s in pronunciation between the singular and the plural forms? If yes, describe the

change/s.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Group ___________: The Rule

Using your Group Task Description form and Group Investigation Form, generate a rule which

can be applied to all members of this category. Begin with the ‘default form’ of the adjective and

give detailed instructions about how the rule would be applied. Give as many examples as

possible.

Tomorrow, your group will make a 5 minutes presentation to the class which explains the rule

that you have generated. You will have an opportunity to discuss as a group for 10 minutes

before giving the presentation and learning from the presentations from your classmates.

HINT: It may be helpful to look back at the activities you completed in step 1 and step 2.

Individual Report Form

Use the remainder of the hour to complete this form and hand it in before you leave

My name is: ____________________________________________

My Letter Group is: ____________

My Group members are: _________________________________________________________

______________________________________________________________________________

THIS IS CONFIDENTIAL!!! Please be honest about your experiences today. Your comments

will not be seen by anyone else in this classroom but me.

Describe the ways in which you were able to contribute to the success of your team.

Describe the things you wish you had done better as a team member. Describe areas in which

would like to improve as a team member.

List each team member and his/her most positive contribution to the team:

1.

2.

3.

4.

Please tell me about any problems or issues that you had today. Remember, this is confidential!

DAY 8 - Cooperative Learning: Day 2

[Teacher Thinking]

1. Objectives and Goals

By the end of the lesson students will be able to….

Review yesterday’s learning with Letter Group

Learn from their peers and teach their Number Group the rule they generated yesterday

Use these rules to collectively and individually complete activities and worksheets

Contribute as a teacher and collaboratively within the group

Participate in communication activities

This is part two of coop learning! Today students being in group collaboration to recap

the learning that occurred yesterday. Then they move into new groups where they teach each

other the grammar rules. Each student is a master of one specific component and must learn the

other 4 from their peers’ lessons. We will do a group activity (writing) in which the student must

work together in order to succeed. Then individual students represent the group (speaking). At

the end the students return to completely individual work.

2. Class Details

This is a French 2 class in a high school. This lesson is taught about 1-2 months into the year.

There are 25 students in the class. The class period is 55 minutes long.

3. 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.

Connections Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign

language.

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.

4. Materials

Student desks will be arranged in 5 cluster groups. The students won’t need much stuff

because the packets will be provided for them and it includes the activities. I will provide all the

packets and papers, and there will be a resource box on the desks. In the resource box there will

be: the papers necessary for the day, extra writing utensils, highlighters, a dictionary, and a timer.

I will have my own timer and I will keep the actual time for the class and tell them when

to move on to the next activity. A loud timer will be set for each section and the alarm signals to

the students that they must move it. I want to be the timekeeper so that the students focus on their

work and the time doesn’t get messed up. The timer on the desk is for the time contentious

students who need to see how much time they have left to work on an activity.

Prior knowledge/anticipated problems:

PK: they have already learned the concept of adjective agreement. It’s one of the very first

lessons in French 1. They have also already learned some of the ethnicity/nationality adjectives,

especially French and American, which will definitely come in handy.

AP: they will be teaching each other and that may be a new or uncomfortable situation for some

of the students. For those who don’t usually take a position of leadership, they make feel

overwhelmed by students who have stronger personalities. Others may not take the role

seriously.

I do feel it is important to give everyone the opportunity to take on a leadership role and

the jigsaw method is very useful for that because each student is a master of a very specific piece

of material. For those who don’t take it seriously, their group grade is determined by the success

of their peers’ knowledge and understanding of all the topics so if that is explicit the more

students are likely to take the teaching part seriously.

5. Procedure/Steps of the lesson

1. Warm-up & Recap: 5 minutes

The members of the Letter Group sit together and recap what they did / learned / discovered

during yesterday’s lesson. They review together as a group because they are functioning under

the assumption that 1 person from their 5 person group is going to give a short presentation to the

class which will represent the group as a whole. This would also include the grade for the group.

This is all a ruse for several reasons. 1) I don’t think it’s necessarily a good idea to have students

give an impromptu speech on specific material that I haven’t actually taught them. 2) I want to

create a very high level of accountability in order to keep all the students on task. This lesson

functions well when all group members cooperate and each student should feel the need to make

sure that all group members must succeed for the success of the whole. I believe that they will

work hard to make sure that all group members have deeply learned the material and have the

ability to give a presentation on their grammar rule if the students believe that 1 student at

random will determine their overall grade.

After they’re done recapping and preparing, I’ll ask them if they’re ready and then I’ll tell

them that they won’t be giving presentations to the class but to a small group of peers. This is

when we jigsaw! So the new groups are the Number Groups and each of the 5 mastery Letter

Groups will be spread evenly into 5 new groups. Each Number Group will have 1 member from

every Letter Group. The students have already been given their designated number and letter, but

a list will also be posted in case any of them forgot them.

Transition: to Number Groups. The list of who is in which group is projected

2. Jigsaw: 15 minutes (+ meet for 2 min)

When they get into their Number Groups (there are 5), I explain that they need to teach each

other. (Meet and greet for 2 minutes). Then each student takes 3 minutes to teach his/her own

grammar point (from mastery learning in the letter groups) to the other 4 group members. 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.

They can use all their packets from yesterday as resources as they explain the grammar rule.

The main goal is to teach your group the rule so that they will be able to respond to any question

regarding any of the 5 grammar categories. We will play a game that tests every student on their

ability to reproduce these rules in context. Standard 1.3: Students present information, concepts, and

ideas to an audience of listeners or readers on a variety of topics.

Students will be able answer the question: what is the grammar rule for this category? i.e.

how does the default (masc and sing) version of the adjective change when feminine, plural, or

both? This change is two-fold: spelling and pronunciation. Each student will have a template to

fill out the 5 rules.

Transition: to writing activity. Students are given markers and a designated board space.

Directions are also given: one person writes at a time but you may (and should!) proof and

correct your partners’ work.

3. Avalanche Activity with the ppt: 18 min

Using the ethnicity ppt with the country names we will play a game as a class. Each group is

working together and they’re competing against the other groups. The game is played like this: a

slide will appear on the screen which lists a country, a map of the country’s location, and the

flag. There are also stick figures which are either boy/s or girl/s or any combination. Upon seeing

the country and the stick figures, the first student writes a sentence which describes the stick

figures’ ethnicity or nationality. Standard 4.1: Students demonstrate understanding of the nature of

language through comparisons of the language studied and their own.

For example: Les États-Unis (one girl and two boys). Correct answer: Ils sont américains.

Each group will have an area of board space to use and that is where they will write their

answers. If ANY ONE SINGLE THING is spelled incorrectly, the group receives no points for

that sentence. If the sentence is absolutely perfect, they group can receives one point for the

sentence. But the points are only tallied up every 5 points.

SO student #2 comes up to the board to write the next sentence and if he sees any mistake

that student #1 made, he can make a correction and get the point. Student #3 comes up and writes

the third sentence and can also make corrections the first two sentences. #4 comes up, and #5

comes up to write the final sentence for the round. So for each round, the number of sentences

that are completely correct is how many points the group wins. Of the 6 rounds, randomly 3 of

them are called AVALANCHE rounds. In these rounds, all five sentences must be absolutely

correct or the group wins nothing… the wrong answers make the avalanche fall! Any points won

in previous rounds are locked away so they can’t lose points after a round is complete. Total

points possible: 25 points.

Transition: very little change because the ppt continues but the directions change

4. Speaking w/ ppt: 10 min

The activity continues into the speaking portion. One student is selected from the group to

say the answer aloud. They cannot speak to each other so this is individual performance. The

correct pronunciation wins the group 5 points. Each student answers aloud 1 time. Total points

possible: 25.

Transition to individual work: While I tally the scores, the students work on their worksheets

which have to be turned in at the end of the hour and count as an individual grade so they must

work independently.

5. Wrap up worksheets – 5 min

Les Adjectifs: les nationalités et les ethnicités Individual 3 minutes. Students fill out the final

worksheet and hand it in before they leave. Students also fill out the individual report form for

their Number Group.

6. Assessment/Evaluation

What will the students do to demonstrate they are able to do what you have listed as your

objectives?

They will get together with their Letter Group to recap and finalize the grammar rule

All the students will work together and collaborate in the new groups, the Number Groups, in

order to teach each other and learn from each other. Their participation, contributions, teaching,

and learning will be assessed during the ppt Avalanche activity for the group grade.

For the individual grade, students will fill out 15 answers on the individual worksheet. This is

almost like a quiz because they will not be allowed to use their notes, but it will be graded upon

completeness. Upon return the next day, the students will have to fill out the entire sheet for

homework but they can use their notes.

Students will fill out the individual report form will give me much better insight into the

cohesion of the group. Any issues or even successes can be documented by the students

themselves.

7. Reflection

Step 1: Group – 2 minutes.

Meet your group! You have been randomly grouped together and you will collaborate for this

activity. Introduce yourself to each other and write down the names of all of your group

members.

My name is: ___________________________________________________________________

My Number Group members are:

1.

2.

3.

4.

Today you are gathered in your Number Groups. Locate your number on the desks and write it

down.

We are: Group # ___________

GROUP _____________ Investigation Form

Use the adjectives from your example to fill out this chart:

Masculine Feminine

Singular

Plural

The masculine singular form of the adjective is considered the ‘default form’ of the adjective.

Consider the change/s from masculine singular to feminine singular. Consider the change/s from

singular to plural. What do you notice? Are there similarities? Are there differences?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Ignore the subject and verb in the sentence and consider only the adjective. Can you SEE any

change/s in spelling between the masculine and the feminine forms? If yes, describe the change/s

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Ignore the subject and verb in the sentence and consider only the adjective. Can you HEAR any

change/s in pronunciation between the masculine and the feminine forms? If yes, describe the

change/s.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Ignore the subject and verb in the sentence and consider only the adjective. Can you SEE any

change/s in spelling between the singular and the plural forms? If yes, describe the change/s.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Ignore the subject and verb in the sentence and consider only the adjective. Can you HEAR any

change/s in pronunciation between the singular and the plural forms? If yes, describe the

change/s.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Group ___________: The Rule

Using your Group Task Description form and Group Investigation Form, generate a rule which

can be applied to all members of this category. Begin with the ‘default form’ of the adjective and

give detailed instructions about how the rule would be applied. Give as many examples as

possible.

Tomorrow, your group will make a 5 minutes presentation to the class which explains the rule

that you have generated. You will have an opportunity to discuss as a group for 10 minutes

before giving the presentation and learning from the presentations from your classmates.

HINT: It may be helpful to look back at the activities you completed in step 1 and step 2.

Rule Template

Group A’s rule:

Group B’s rule:

Group C’s rule:

Group D’s rule

Group E’s rule:

Prénom : Date : Heure :

Les Adjectifs: les nationalités et les ethnicités

Individual 3 minutes

Complete at least 15 of the following sentences by writing the ethnicity/nationality adjectives

that correspond. You must complete at least 3 responses for each of the 5 grammar categories

that you generated. You may do more than 15 in total, but you must have at least 3 responses for

each category. Label the categories on the left-side column with the Group Letter that generated

the rule. You may not use your notes. #1 has been completed for you so it does not count

towards the total of 15. This is due before you leave.

1. Ils viennent des États-Unis. Ils sont_____américains_________________.

2. Elle vient de France. Elle est ____________________________________.

3. Elles viennent de Belgique. Elles sont ____________________________________.

4. Il vient du Canada. Il est ____________________________________.

5. Ils viennent du Maroc. Ils sont ___________________________________.

6. Elle vient du Danemark. Elle est ____________________________________.

7. Il vient des Antilles. Il est ____________________________________.

8. Elles sont d’Espagne. Elles sont ____________________________________.

9. Elle vient de la Polynésie Française. Elle est ___________________________________.

10. Ils viennent du Japon. Ils sont ___________________________________.

11. Il vient d’Italie. Il est ____________________________________.

12. Elle vient de Grèce. Elle est ____________________________________.

13. Il vient de Guadeloupe. Il est ____________________________________.

14. Ils viennent du Cameroun. Ils sont ____________________________________.

15. Elles viennent du Mexique. Elles sont ____________________________________.

16. Elle vient du Portugal. Elle est ____________________________________.

17. Elles sont de Chine. Elles sont ____________________________________.

18. Ils viennent de Guinée. Ils sont ____________________________________.

19. Il vient de Pérou. Il est ____________________________________.

20. Elle vient de Tunisie. Elle est ____________________________________.

21. Il vient d’Iran. Il est ____________________________________.

22. Elles viennent du Cambodge. Elles sont ____________________________________.

23. Ils viennent de Sénégal. Ils sont ____________________________________.

24. Il vient de Suisse. Il est ____________________________________.

25. Elle vient d’Haïti. Elle est ____________________________________.

26. Elles viennent de Côte d’Ivoire. Elles sont ____________________________________.

C

27. Il vient de la Réunion. Il est ____________________________________.

28. Ils viennent d’Israël. Ils sont ____________________________________.

29. Elles viennent du Luxembourg. ____________________________________.

30. Il vient des Pays-Bas. Il est ____________________________________.

31. Elle vient de Russie. Elle est ____________________________________.

32. Elles viennent du Zimbabwe. Elles sont ____________________________________.

33. Ils viennent d’Irlande. Ils sont ____________________________________.

34. Elle vient de Colombie. Elle est ____________________________________.

35. Il vient du Mali. Il est ____________________________________.

36. Elles viennent du Brésil. Elles sont ____________________________________.

37. Elle vient de Pologne. Elle est ____________________________________.

38. Ils viennent de Turquie. Ils sont ____________________________________.

39. Il vient d’Algérie. Il est ____________________________________.

40. Elles viennent d’Angleterre. Elles sont ____________________________________.

41. Il vient de Cuba. Il est ____________________________________.

42. Elles viennent de Guyane Française. Elles sont _________________________________.

43. Ils viennent du Mozambique. Ils sont ____________________________________.

44. Elles viennent du Niger. Elles sont ____________________________________.

45. Il vient des Philippines. Il est ____________________________________.

46. Il vient de Suède. Il est ____________________________________.

47. Elles viennent de République Démocratique du Congo. Elles sont __________________.

48. Il vient d’Allemagne. Il est ____________________________________.

49. Ils viennent du Portugal. Ils sont ____________________________________.

50. Elles viennent d’Écosse. Elles sont ____________________________________.

51. Il vient du Panama. Il est ____________________________________.

52. Elles viennent d’Argentine. Elles sont ____________________________________.

53. Elles viennent de Madagascar. Elles sont ____________________________________.

54. Elle vient de Papouasie Nouvelle-Guinée. Elle est _______________________________.

55. Il vient des Bahamas. Il est ____________________________________.

56. Elles viennent d’Inde. Elles sont ____________________________________.

57. Il vient du Tchad. Il est ____________________________________.

58. Elle vient de la Martinique. Elle est ____________________________________.

59. Ils viennent du Togo. Ils sont ____________________________________.

60. Elle vient du Vietnam. Elle est ____________________________________.

Individual Report Form

Use the remainder of the hour to complete this form and hand it in before you leave

My name is: ____________________________________________

My Letter Group is: ____________

My Group members are: _________________________________________________________

______________________________________________________________________________

THIS IS CONFIDENTIAL!!! Please be honest about your experiences today. Your comments

will not be seen by anyone else in this classroom but me.

Describe the ways in which you were able to contribute to the success of your team.

Describe the things you wish you had done better as a team member. Describe areas in which

would like to improve as a team member.

List each team member and his/her most positive contribution to the team:

1.

2.

3.

4.

Please tell me about any problems or issues that you had today. Remember, this is confidential!

LP Rubric 0 2 4 6 Score

Objectives

and Goals

Not stated. A reader

would not

understand what is

expected of

students. Learners

could determine

what they should

know and be able to

do by the end of this

lesson.

Stated but difficult

to comprehend or

incomplete.

Stated. A reader

could mostly

understand the

objectives or

goals. Learners

could mostly

determine what

they should

know and be

able to do as a

result of

learning and

instruction.

Clearly

stated. A

reader would

have a clear

understanding

of what is

expected of

students.

Learners can

determine

what they

should know

and be able to

do as a result

of learning

and

instruction.

6

Class Details

Not stated. Incomplete or

unclear

Mostly

completely

listed but

lacking some

clarity

Clearly and

fully

explained 6

Standards

No reference made

to the standards.

Related content

standard(s) are

minimally identified

Related content

standard(s) are

mostly detailed

from ACTFL,

stated in their

own section.

Related

content

standard(s)

are fully

detailed from

ACTFL,

stated in their

own section,

and at least 3

times

throughout

the lesson.

6

Materials

Not listed. Some materials are

listed, but list is

incomplete.

Most materials

necessary for a

successful

lesson are listed.

All materials

necessary for

student and

teacher to

successfully

complete this

lesson are

clearly listed.

5

Organization

and

Presentation

Lesson plan is

unorganized and is

not presented in a

logical manner.

Lesson plan is

somewhat

organized, but still

difficult to navigate.

Lesson plan is

organized and

neatly and well

presented.

Excellent

presentation,

organization,

and format.

4

Open/Closure

There is no clear

warm-up or closure

to the day

Lesson opens/ends

with

limited

presentation/review;

focus

on clean-up rather

than student

learning

Teacher

presents/reviews

lesson by

summarizing

and/or

reviewing what

will be/was

taught; some

student

engagement

Students

review the

lesson by

summarizing

and/or sharing

what

they learned;

teacher

revisits the

purpose for

the lesson

4

Procedures

Lesson plan has no

match between

procedures and

objective(s); no

modeling; no

evidence

for guided or

independent

practice;

plan missing

necessary

details for teacher’s

actions

Lesson plan has

limited match

between procedures

and objective(s);

limited teacher

modeling or

examples

provided; few

opportunities for

guided &

independent

practice; plan

missing

necessary details for

teacher’s actions

Lesson plan has

clear

match between

procedures and

objective(s);

adequate

teacher

modeling or

examples

provided;

some

opportunities

for guided &

independent

practice;

sufficiently

details

teacher’s actions

step-by-step

Lesson plan

has

explicit match

between

procedures

and

objective(s);

multiple

teacher

modeling or

examples

provided;

with

opportunities

for

guided &

independent

practice;

thoroughly

details the

teacher’s

step-by-step

actions

5

Assessment

It is not explained

how students will be

assessed.

Method for

assessing student

learning and

evaluating

instruction is

vaguely stated.

Method for

assessing

student learning

and evaluating

instruction is

present. Can be

Method for

assessing

student

learning and

evaluating

instruction is

6

Assessment is

highly teacher

dependent.

readily used for

expert, peer,

and/or self-

evaluation.

clearly

delineated

and authentic.

Can be

readily used

for expert,

peer, and/or

self-

evaluation.

Coop Lesson

Lesson plan does

not balance

individual and

group work well. It

may focus on one

almost entirely.

Materials and

procedure are

unorganized or

difficult to follow.

Little to no thought

is given to

preparation.

Lesson plan

includes individual

and group work.

They are not

however balanced

nor do they

supplement each

other. Still some

difficulty in

following the

procedure and

minimal thought

given to

preparation.

Individual and

group activities

are mostly

balanced and

supplement each

other to some

degree but the

lesson still lacks

true balance.

Obvious thought

is given to

preparation and

procedure.

The lesson

balances

individual

work and

group work

which

supplement

each other

and scaffold

learning.

Materials and

procedure is

organized and

includes

preparation

needed to

make the

lesson

successful.

5

Total Points 47/54

COOPERATIVE LEARNING LESSON GRADING RUBRIC

Individual

Contributions to the

Group

10 points

The student

enthusiastically and

cooperatively fulfilled

the responsibilities of a

team member and

teacher. The student

actively participated in

all of the activities and

encouraged others to

do the same.

The student claimed a

team member role,

but did not fulfill all

of his/her

responsibilities. The

student participated

actively in some of

the activities, but

lacked engagement

during

teaching/learning.

The student showed

little to no interest in

claiming a role as a

team member and did

not put sufficient

effort into fulfilling

the assigned teaching

role. Participation

and contributions

were insufficient

throughout most or

all of the activities.

Group Participation

30 points

The group functioned

efficiently and

effectively as a unit.

All students made

effort to deepen the

learning experiences of

their team members

through purposeful,

meaningful, and

encouraging remarks.

The student

participated and had

very thoughtful

insight at times, but

the focus and effort

was too self-oriented.

The student

somewhat resisted the

team focus.

The student lacked

motivation and

interest throughout

the lesson. The

student resisted

working with others

and maintained a

self-oriented mindset.

Individual Work

10 points

The student

independently

accomplished all of the

required individual

sections and did not

disrupt team members.

The work demonstrated

a high level of

precision and

meaningful effort.

The student

completed most of

the required work but

it is incomplete or

lacking accuracy. The

student may have

disrupted others or

sought outside help

from classmates.

The student left

many individual

activities incomplete.

The completed work

had numerous errors.

The student did not

follow directions.

Group Work

30 points

The students

contributed to all the

required group

activities in the packet.

All group members

worked equitably

during these sections.

The group’s work

demonstrates a high

level of precision and

meaningful effort.

The student worked

rather equitably on

group work, but

group cohesion was

still lacking in some

areas. The group

work reflects an

average level of

precision and effort.

The student did not

receive many

positive comments

from his/her team

members. The group

work is incomplete,

inaccurate, or

incomprehensible. It

shows low levels of

precision and effort.

DAY 9

1. Objectives and Goals

By the end of the lesson students will be able to….

Know when to pronounce the letter ‘s’ as [s] vs. [z]

Discuss Francophone people

Practice in pairs with ethnicity vocab

Individual practice on white boards

The class will warm up with the sound of the week and the students will learn that

spelling can give indications of pronunciation and vice versa. The HW will become part of a

discussion on Francophone people and an activity which involves practice with grammar and

vocab. The dual-gender game is excellent listening and speaking practice and continued practice

of grammar and vocab. The white board activity gives the students an opportunity to practice

listening and writing i.e. spelling.

2. Class Details

This is a French 2 class in a high school. This lesson is taught 6-8 weeks into the school year.

There are 25 students in the class. The class period is 55 minutes long.

3. 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.

Connections Connect with Other Disciplines and Acquire Information 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.

4. Materials

Students will need: something to write with, their homework assignment with the list of three

Francophone people, and they will all receive the activity worksheet.

I will need: my computer, sound of the week ppt, sound capabilities, access to youtube to play

the video, internet to look up people if need be, and student copies of the name-game activity.

5. Procedure/Steps of the lesson

1. Le son de la semaine: 20 minutes

Class start up! This is part of a pronunciation series that highlights one sound / pronunciation

rule in the French language. This is a bookend activity at the start of class that occurs weekly i.e.

the sound of the week. This activity intends to teach the processes and rules of pronunciation in

bite size pieces. Students learn new words all the time but the pronunciation rules can

encapsulate an entire group of words by the way in which they are pronounced. Understanding

pronunciation rules aids in spelling ability and listening ability. Just like a grammar rule, these

pronunciation rules can help students to process new, incoming data by giving them a category in

which to sort it. Like all rules, there are exceptions but the sound of the week can make the huge

process of learning French pronunciation much more accessible for language learners. Standard

3.2: Students acquire information and recognize the distinctive viewpoints that are only available through

the foreign language and its cultures.

This sound of the week focuses on the rule ‘vowel + s + vowel’ creates a z sound. The

specific reason that we are discussing this rule is because we are studying nationality adjectives.

This z sound is the sound that distinguishes masculine and feminine adjectives that end in s.

For example: Michèl est francais vs. Michelle est francaise.

[mishElefra~se] vs [mishElefra~sEz]

The z sound in the second sentence signifies that the subject is feminine.

The students will have a piece of paper with words jumbled all over it. The words on the

paper have words that are exact homophones except for the [s] vs [z] sound. The students will be

directed to identify all the words with the [z] sound. HINT the letter z is nowhere on that page.

They can work in pairs or small groups and work together towards finding all the words with the

[z] sound. Then I’ll ask the class to generate a list and write that list on the board. I’ll ask them

what they notice about the words. I want them to try to generate the rule on their own because it

is empowering, motivating, and actually aids memorization. Students often notice that the words

have one ‘s’ in them so I respond with yes the ‘s’ sounds like a [z], but one ‘s’ doesn’t always

sound like [z]. (Give examples: les sauce [s], gris the ‘s’ is silent, instant [s]). What is it about

this situation that creates the [z] sound? Look at the letters surrounding the ‘s’ (sometimes

students will guess that if the ‘s’ is preceded by a certain vowel) with that I respond with look at

the whole list, there are a lot of different vowels not just one in particular. Sometimes the letters

that precede or follow a letter create a different sound. In this case, it’s the fact that the one ‘s’ is

surrounded by vowels on either side.

The rule is: V+SS+V = [s] V+S+V = [z]

From here we move to the power point and the words are listed at [s] sounds or [z]

sounds and the letters are highlighted in color. Then the students play a listening game. In pairs,

one person picks a word and says it aloud without telling their partner which column it belongs

to. The partner then decides based on what s/he heard if the word belongs to the column on the

left or the column on the right.

Possible scenario: “Poisson” “J’ai entendu [s] … so…gauche” “oui!”

If there is disagreement then one person mispronounced a word or the other misheard and it

needs to be sorted out.

Possible scenario: “Ruse” “droite” “no I was doing gauche” “I heard a [z] sound” “oh yea my

bad I meant russe”

This is a great way to practice oral communication and to sort out a misunderstanding or a

misheard word. To create accountability, students will be chosen at random to do the process for

the class.

The French language is spoken in syllables not in words like English so we will also

discuss the fact that this phenomenon occurs in liaison. The vowel + s + vowel = [z]

pronunciation rule also applies between words. Sometimes that z sound signifies something very

important. One of the most common instances is in liaison: this sound most often signifies the

difference between singular and plural nouns or subjects.

Then they will do the same listening game with the singular and plural subject pronouns.

Again students will be chosen at random to create accountability. I could ask: What do you

hear? What does the [z] sound signify? Why would that be important? This is an example of

singular vs. Plural subject pronouns: Can you think of other instances in which this sound

signifies a morphological difference between words? It can signify the difference between

masculine and feminine i.e. francais vs. francaise.

I also have a few tongue twisters which they always love. The tongue twisters highlight

both [s] and [z] sounds. The students will practice a few on their own and then say them aloud

for the class.

Transition: after the sound of the week power point is done, I will ask the students to pull out

their notecard with the 3 Francophone names on it that was their homework from Monday.

2. Francophone people HW: 10 minutes

This is mostly an oral activity but there is also some writing. The students each have 3 pieces

of information on three different Francophone people Standard 4.2: Students demonstrate

understanding of the concept of culture through comparisons of the cultures studied and their own. 1) What are their names? 2) Where is each person from? 3) What are their occupations? The

first thing we will do is turn to a neighbor or two and share this information. Then we return as a

class and I’ll ask for volunteers for small discussion about the people. Because they found these

names on a Google search, they are presumably pretty famous so it’s a great opportunity to learn

about lots Francophone people and then lead into an activity to practice grammar and vocab.

From here the students will be directed to write three sentences in French that answer the

questions. 1) Il s’appelle Aimé. 2) Il vient de la Martinique. 3) Il est poète, auteur et politicien.

With their neighbors, they will write and share these responses. Then we will come together as a

class and the students will share their sentences. I will model what I want them to do by giving

the correct answer. Then I will ask a random student to state the person’s ethnicity/nationality.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on

a variety of topics.

Example: student #1 « Aimé Césaire vient de la Martinique ». Student #2 « Il est martiniquais »

If any people are from the same country we can combine them and say, « Henri Guedon et Amié

Césaire viennent de la Martinique. Ils sont martiniquais ».

This activity includes a lot of different grammar, vocab, and culture while practicing

writing, reading, speaking and listening. It’s simple and concise, but also interesting because

each student gets the opportunity to share their “own” research on people of their choosing.

Transition: I will hand out the worksheets and we will read the directions. Two students will do a

demonstration for the class to make sure they all understand.

3. Dual-gender name game: 10 minutes

This is a paired speaking and listening activity which assesses the correct pronunciation of

adjective agreement of nationality vocabulary. The students are paired off and given worksheets

that explain the activity and have pictures of flags on them. I will run through an example with a

student but here is how it works: a dual-gender name is selected and the speaker must correctly

pronounce the adjective in order to communicate the gender to the listen. The listener is listening

if the final consonant is pronounced. The listener must point to the correct symbols and then

restate the sentence with il or elle. Standard 1.2: Students understand and interpret written and spoken

language on a variety of topics.

Dual-gender names are pronounced identically but the first is a girl’s name and the

second is a boy’s name. (Just like the names Erin / Aaron). Partner #1, say one name and one

nationality. Partner #2, point to the flag and the stick figure which correctly aligns with your

partner’s statement and restate the sentence with the correct pronoun.

Exemple : #1 “Gabrielle est française.”

#2 - Point to the female stick figure and the French flag. Say, “Elle est française.”

This game is a great way to practice oral communication and pronunciation agreement. It

also gives the students an opportunity to practice the different pronunciations of nationality

adjectives. The sound of the week also ties in with the francais vs francaise section. To create

accountability, students will be chosen at random to do the activity for the class when we come

back together.

Transition: students get their white boards and dry erase markers

4. White boards: 15 minutes

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.

This is individual student practice on anything and everything we’ve been doing for this unit.

I will make a statement in English or in French and the students have to write the appropriate

response down on the white board and then hold it up. The statements include all vocabulary and

grammar points from the unit. I could ask them to translate words from French to English,

translate words from English to French, translate short sentences from French to English,

translate short sentences from English to French, give the correct conjugation, give the correct

geographical preposition, or give the correct ethnicity based on where someone is from.

They tend to be naturally competitive with this game even though everyone has their own

board and your partner’s correctness/wrongness has NO bearing on your own. In order to

emphasize correct answers and NOT speed, I will tell the students they can award themselves 1

point for each correct response and speed means nothing. They should keep track of their own

scores and according to the final tally of points possible, those who got 90% of the points can

come get a piece of candy.

Homework: VAT tomorrow on venir

6. Assessment/Evaluation

What will the students do to demonstrate they are able to do what you have listed as your

objectives?

Know when to pronounce the letter ‘s’ as [s] vs. [z]: the students will do the word scramble

worksheet, compile a list, generate the pronunciation rule, orally practice the sound, repeat

words, practice pronunciation with a partner, and answer individually (random students) when

called on, and say some tongue twisters.

Discuss Francophone people: research 3 different Francophone people, engage in a class

discussion, discuss with peers, write short sentences, read sentences aloud, practice speaking

using the grammar and vocab.

Practice in pairs with ethnicity vocab: work with a partner to practice the grammar and vocab

of adjective agreement and ethnicity vocabulary, come together as a class and some students will

do the activity for the class.

Individual practice on white boards: write their answers down and hold them up for me to see.

7. Reflection

V+SS+V = [s]

poisson

dessert

fasse

rasseoir

assis

russe

coussin

casse

cuisse

V+SS+V = [s]

poisson

dessert

fasse

rasseoir

assis

russe

coussin

casse

cuisse

fish

dessert

do (faire sub.)

to sit down again

sits/seated

Russian

cushion

break/breakage

thigh

fish

dessert

do (faire sub.)

to sit down again

sits/seated

Russian

cushion

break/breakage

thigh

V+S+V = [z]

poison

désert

phase

rasoir

Asie

ruse

cousin

case

cuise

V+S+V = [z]

poison

désert

phase

rasoir

Asie

ruse

cousin

case

cuise

poison

desert

phase

razor

Asia

trick

cousin

box/case

cook

poison

desert

phase

razor

Asia

trick

cousin

box/case

cook

cousin

poisson

Asie

dessert

case

fasse

ruse

cuise

phase

rasseoir

assis

russe

coussin

poison

rasoir

casse

désert

cuisse

Prénom : Date : Heure :

As you know, an adjective is a word that modifies a noun by describing it in some way:

shape, color, size, number, nationality, etc. French adjectives are different from English

adjectives because all types of French adjectives agree in _____________and __________ with

the nouns that they modify. This agreement often changes the pronunciation of the adjective

which emphasizes or sometimes even signals whether the noun is masculine or feminine.

Exemple : Michèle est grand vs. Michelle est grande.

These dual-gender names are pronounced identically but the first is a girl’s name and the

second is a boy’s name. (Just like the names Erin / Aaron). Partner #1, say one name and one

nationality. Partner #2, point to the flag and the stick figure which correctly aligns with your

partner’s statement and restate the sentence with the correct pronoun.

Exemple : #1 “Gabrielle est française.”

#2 - Point to the female stick figure and the French flag. Say, “Elle est française.”

Aimée / Aimé Michelle / Michèle Danielle / Daniel Gabrielle / Gabriel

La France Les États-Unis l’Allemagne

La Chine l’Italie

DAY 10

1. Objectives and Goals

By the end of the lesson students will be able to….

Take a verb quiz

Listen to two songs and learn about Cajun culture

Write and read paragraphs

Play a circumlocution game

Plays review games

Students will conjugate the verb venir with one personal pronoun in the present, the near

future, and the passé composé; they will also practice proofing by grading their neighbor’s quiz.

The Cajun songs and culture come in the form of a power point which includes a lot of culture.

Imagination activity will give them an opportunity to practice the use of the passé composé,

geographical locations, and geographical prepositions. They also read and translate a partner’s

writing. The circumlocution activity is a low-pressure activity that connects geography with

geographical prepositions. They’ve just taken a geography quiz so they will probably know the

locations very easily. The activity is accessible but also sophisticated and challenging because

they have to use a lot of language to convey the meaning.

2. Class Details

This is a French 2 class in a high school. This lesson is taught 6-8 weeks into the school year.

There are 25 students in the class. The class period is 55 minutes long.

3. 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.

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.

4. Materials

Students will need: writing utensils, paper, and any notes that they might still need to write or

speak using the grammar and vocab of the unit.

I will need/provide: a die, computer, ppt, music/sound, imaginez worksheets, circumlocution

baggies and activity explanation, board spaces, and markers or chalk.

5. Procedure/Steps of the lesson

1. Quiz Verbe-à-thon! – 3 minutes

This is a weekly quiz that is held every Friday. As the students learn more and more

tenses, the quiz becomes longer. At this point in time, they know how to conjugate verbs in the

present, the near future, and the passé composé and the quiz counts for 3 points. They are

informed of the verb for that week each Monday and the quiz is held at the beginning of class

every Friday. Students study the conjugations for all pronouns for the verb for the (3) tenses that

they know and be prepared to produce all of them. Standard 3.1: Students reinforce and further their

knowledge of other disciplines through the foreign language.

The actual quiz only tests 1 pronoun, which is determined by rolling a die. The numbers

1-6 correspond with a pronoun: 1=je, 2=tu, 3=il/elle/on, 4=nous, 5=vous, and 6=ils/elles.

Whichever pronoun is selected, the students conjugate the verb in all 3 tenses using ONLY the

subject pronoun that was decided by the die roll. (While they take the quiz I pass out markers).

After they’ve finished, students get rid of their pens, trade quizzes with a neighbor, use only a

marker to grade, and we go over the answers as a class. I write the conjugations on the board

while they call them out and they grade each other’s quiz. There are no half points and I collect

them after we’ve finished. This is a kill and drill activity to practice verb conjugations at the

bottom of Bloom’s taxonomy. I don’t want to be too picky about spelling in most situations, but

I know that it’s really important to learn verb conjugations and this is a pretty low-key way to

keep students reviewing their conjugations.

Today’s quiz is on the verb venir.

An example would look like this: I roll the die and it lands on 2.

The student writes. 1) Tu viens. 2) Tu vas venir. 3) Tu es venu(e).

Transition: the ppt will already be ready and I will begin when all the quizzes are handed in.

2. Songs with Cajun ppt : 17 minutes

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.

This is a power point about Cajun culture and music. Two songs by Cajun artists are included

and the lyrics are projected so the students can read and sing along. Louisiana is the place in the

United States where French culture and language are most heavily preserved, with its own

personal twist. It is extremely important to learn about French culture within the United States as

well and the songs are lively and fun. There are also examples of incorrect standard French

which can offer a very interesting discussion about language and the signification of standard

grammar. Standard 2.1: Students demonstrate an understanding of the relationship between the

practices and perspectives of the culture studied.

Transition: at the end of the power point, the writing exercise worksheets will be passed out and

students will partner up.

3. Imaginez! writing and reading paragraphs: 10 minutes

The students will each receive a worksheet that has instructions written on them but they will

write a short paragraph which describes an imaginary vacation. The elements of the trip include

where it was taken, who all went, the date, and the passé composé. Then they will swap with a

neighbor, read that paragraph, and then translate it into English. Standard 1.2: Students understand

and interpret written and spoken language on a variety of topics.

I will keep track of time and a few students at random will be chosen to read their

partner’s French paragraph aloud to the class. Standard 1.3: Students present information, concepts,

and ideas to an audience of listeners or readers on a variety of topics. I chose an imaginary trip because

I want more than one location and I don’t want any student to feel bad if they’re not taken a

vacation somewhere.

Transition: pairs form groups of 4 and I hand out baggies with instructions for the activity.

4. Où suis-je ? 10 minutes

This is a partner activity that practices the skill of circumlocution with the geography

vocabulary and prepositions. Standard 1.2: Students understand and interpret written and spoken

language on a variety of topics. Each pair of students will be given a zip lock bag with pieces of

paper that have geographical locations on them. A student pulls a piece of paper from the bag,

looks at it, and describes the location to the partner without saying it.

Parlez et écoutez: Travaillez avec un(e) partenaire. Prenez une feuille de papier avec un endroit

géographique et lisez-le dans la tête. Décrivez votre endroit à vos amis sans le dire ! Donnez des

descriptions de l’endroit en utilisant la circonlocution.

Exemple : Vous prenez une feuille avec ‘Marseille. Vous pourriez dire, « C’est une ville. Je suis

en Europe. Je suis en France. C’est une ville dans le sud. »

Exemple : Vous prenez une feuille avec ‘Le Mexique’. Vous pourriez dire, « C’est un pays. Je

me trouve à un pays en Amérique du Nord, mais ce n’est pas les États-Unis et ce n’est pas le

Canada. »

To create some accountability, some students will be chosen at random to do the activity for the

class and the class has to decide where s/he is.

Transition: in the same groups of 4-5 people, students will find some board space and markers.

5. Board Practice: 15 minutes

This is group practice on anything and everything we’ve been doing for this unit. I will make

a statement in English or in French and the students have to write the appropriate response down

on their section of the board and then it will be checked for correctness. The statements include

all vocabulary and grammar points from the unit. I could ask them to translate words from

French to English, translate words from English to French, translate short sentences from French

to English, translate short sentences from English to French, give the correct conjugation, give

the correct geographical preposition, or give the correct ethnicity based on where someone is

from.

They tend to be naturally competitive with this game even though each group has their own

answers and the other groups’ correctness/wrongness has NO bearing on your own. In order to

emphasize correct answers and NOT speed, I will tell the students they can award themselves 1

point for each correct response and speed means nothing. They should keep track of their own

scores and according to the final tally of points possible, those groups who got 90% of the points

can come get a piece of candy.

In the beginning, anyone can write the correct answer. Then we’ll switch to 1 one person

rotation. Team members can speak to each other in French in order to help the person who is

writing for them. 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. If I hear any English, the point is immediately

forfeited.

Before class ends, each student will be given a copy of the study guide which outlines the format

of the final assessment and the topics which should be studied.

Homework: étudiez !

6. Assessment/Evaluation

What will the students do to demonstrate they are able to do what you have listed as your

objectives?

Take a verb quiz: conjugate the verb venir for one personal pronoun in the present, the near

future, and the passé composé; they will also grade their neighbor’s quiz. They will repeat the

conjugations aloud and turn in the quizzes to be recorded.

Listen to two songs and learn about Cajun culture: practice listening comprehension, listen to

a new song, read the lyrics from the overhead, and discuss the songs, language, and Cajun

culture as a class.

Write and read paragraphs: using the worksheet write out a paragraph, swap with a neighbor,

read and translate their neighbor’s writing, and a few will read some paragraphs to the class.

Play a circumlocution game: participate orally in the game with 3-4 other students

Plays review games: write on the board with their group mates and speak in French

7. Reflection

Prénom : Date : Heure :

In a short paragraph, describe an imaginary vacation. Where did you go? With whom did you

travel? When did you take this trip? Include at least three different locations. *HINT: what tense

should this story be written in?* Écrivez en français!

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Now swap with a partner and read his or her story. Translate your partner’s story into English:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Prénom : Date : Heure :

Quand on ne sait pas le mot en français

What is circumlocution?

You’re talking with someone and you can’t think of the exact word or expression

for something you want to say. What do you do? Usually people “talk around” the

word or expression, giving a description or, but often they have to rely on language

skills alone. This ability to “talk around” a word (called circumlocution) is

particularly useful to people who aren’t yet fluent in another language, since there

are many words and expressions they want to communicate but don’t yet know.

These terms may exist in one language but have no exact equivalents in the other;

this is especially true for culturally specific expressions (e.g., sorority and

fraternity in American university life).

Each of you will receive and Activity Card with a word or expression on it.

Explain what it means without using the word or expression itself.

Prénom : Date : Heure :

STUDY GUIDE: Use this to list prepare for the final assessment!

Grammar: passé composé with verbs conjugated with être as the auxiliary, geographical

prepositions, and adjective agreement.

Vocab: the dr. and mrs. vandertramp verbs in the infinitive, their past participles, the

prepositions that follow the verbs, the verbs être, aller, and venir conjugated in the present tense,

geographical names and their articles, geographical prepositions, and ethnicity/nationality

adjectives.

Be prepared to produce any and all of these topics in written form. Be prepared to be able

to read about and/or identify any and all of these topics in a written passage. Be prepared to

understand any and all of these topics through listening exercises. Review using your homework

over the past two weeks!!!

Format: (124 points total)

Listening. Decide whether the action occurred in the present or the past. (10 pts)

Listening. Decide whether the subject of the sentence is singular or plural (10 pts)

Fill in the blank grammar rules in English (4 pts)

Conjugate a verb in the present tense (6 pts)

Rewrite sentences into the passé composé (20 pts)

Complete sentences in the passé composé (20 pts)

Fill in the blank with the correct geographical preposition. (20 pts)

Translate sentences from French to English. (12 pts)

Translate sentences from English to French. (12 pts)

Rewrite sentences using ethnicity/nationality adjectives (10 pts)

Margaret McNair

Final Reflection

This is a reflective summary at the end, discussing your strengths and weaknesses in preparing this unit;

unanticipated insights; reactions to the process of developing a unit, etc.

WOW this has definitely been one of if not the most challenging academic endeavor I

have ever been through. I cannot believe the journey that I have been through this semester. It

began with the initial discussion of the unit plan and choosing the topic. My initial thoughts went

directly to music because I love music (who doesn’t right?) and I knew that it would be fun and

exciting and there would be so much material to work with. I’ve also always felt very strongly

that it is important to learn about the French-speaking world outside of France and I thought, hey

music is a great way to access other cultures. Well that initial plan ended up being really off the

mark of what the end goals are. A high school world language classroom is very different that a

college course and it is impossible to pick one theme and just stick with it for two weeks. There

are SO many different facets of grammar and vocabulary that need to be taught as well.

I realized that I needed to focus on the end goals first and figure out the themes and topics

that would mesh well with grammar and vocabulary. I also realized that the songs I had chosen

were all very different from each other in terms of difficulty because of the grammar and

vocabulary of the lyrics. It seemed impossible to mesh all these songs together because there

were just too many distinct parts. I decided to blend my initial world music idea with grammar,

vocabulary, and geography that could include, rather than focus on, world music.

My decision to teach the passé composé with être verbs with geographical prepositions

and geography was based on the fact that when one travels, it is necessary to use verbs of motion

and geographical prepositions. Many high school students state that travel is one of the most

salient reasons for studying a world language. I wholly support that notion and after traveling,

we always tell stories about what happened! These grammar points are important for further

study, useful for a high school student, and really open doors to the world outside of the United

States and outside of France.

I was still able to incorporate several songs but the choices were based off their

usefulness and connectedness with the topics and grammar points. In creating the outline and the

two-week sketch for the whole unit plan, I began to realize how incredibly connected everything

was. It was absolutely impossible to try to write a lesson for one day and then move on to the

next. I had to consider all the parts within the whole and especially in terms of the final

assessment. I continually had to ask myself: what is the final goal here? When I returned to that

question, I was able to pinpoint the most important parts and focus on the essential learning.

There was a lot of white noise that ended up being deleted because it was either too complicated

or irrelevant. It really made me realize how important it is to devote the class time to the most

concise and essential activities.

My personality is naturally detail oriented and I think that that is a strength of mine, but it

is also sometimes a setback. I had a LOT of trouble in the beginning establishing a consistent

format and I cannot believe how much time I spent formatting. I am actually pretty furious about

that because it was a ridiculous waste of time. I couldn’t stick with one thing and every time I

made one change, I had to change it throughout.

I also struggled with the two-week sketch in general because I knew that whenever I

moved one activity, it would rock the entire boat. It changes the homework that gets assigned, it

changes how/when you go over that homework, and it changes the order in which you teach

certain points. I made huge changes two my two-week sketch about 3 times and it was basically

like shifting the continental plates.

I found that I definitely improved over time with my ability to simply write a lesson. I

really liked the objectives that I was able to nail down and it helped me decide my lesson plans

when I have objectives in mind. The assessment was also a great category because it essentially

answers the question: how did I reach these objectives? There has to be some way to prove that

students have learned. That proof can show itself in many different forms but it’s definitely still

an important point. I found that particularly useful when planning an activity because I tend to

have a great idea, if all goes well. I also began to realize that I cannot assume that students are

following directions; therefore, I have to create accountability by actually wrapping up the

activity in some way. I was able to look back on a lot of my activities and see the weaknesses

myself which helped me to improve my thought processes and lesson writing.

I am really surprised by the work that I produced. If you had told me a year ago that I

would be able to produce a unit plan like this, I never would have been able to imagine it. I am

really proud of the activities that I created and I am really amazed that I was able to do it all on

my own. It has really made me realize how much work goes into just a simple 20 minute activity.

I would sit down to work on something and spend HOURS working on one activity. It’s truly

amazing to me how long some things require. I also noticed that I needed to actually do the

homework and the activities in order to step into my students’ shoes. I noticed unclear directions,

mistakes, and simple unsound ideas when I actually did the activities. I’m sure there are so many

more but I really want to do the assignments along with my students so that I can circumvent

poorly designed activities.

I’m really proud of my work and I am so glad it’s done!