<p> Lesson Plans Madame McCrillis-- Room 106 Aug. 31- Sept. 4, 2015 French I (Periods 2&4) Focus: I can say the alphabet, the numbers 1-15, the days of the week, and the months of the year. I can follow four one-step M instructions/verbal commands. I can define the word stereotype and explain why they develop and why they are not always true. O Lesson Delivery: Respond to four commands; repeat and sing alphabet; repeat days and months with flashcards; review #1-10; learn #11-15; N write the definition of stereotype; read an article and list common stereotypes; discuss. D A Differentiation: Process: use of movement, song, visual graphics, and flashcards Y Resources: teacher made flashcards and SmartBoard slides</p><p>Assessment: Participation</p><p>Focus: I can say the alphabet, the numbers 1-20, the days of the week, and the months of the year. I can write the days and months. I can T follow four one-step instructions/verbal commands. I can define the word stereotype and explain why they develop and why they are not U always true.Lesson Delivery: Respond to four commands; sing the alphabet and say it backwards; repeat then produce the days and months; E review #1-15; learn #16-20; translate the days and months on a handout; discuss American stereotypes of French people; Read Ad Campaign S s Gone Wrong in English. D Differentiation: Process: use of movement, song, visual graphics, and flashcards A Y Resources: teacher made flashcards and SmartBoard slides Assessment: Écrivez les jours et les mois</p><p>Focus: I can say the alphabet, the numbers 1-20, the days of the week, and the months of the year. I can write the days and months, and W the numbers 1-20. E Lesson Delivery: Repeat #1-10; write #1-10 1x English and 5x in French; repeat #11-20 say them backwards; whole class respond to D SmartBoard number generator; produce the days and months with flashcards; produce the sounds of the letters of the alphabet when seeing N a flashcard. E S Differentiation: Process: use of flashcards and an interactive SmartBoard number generator D Resources: teacher made flashcards, SmartBoard slides, and number generator A Assessment: Créez 39 cartes (jours, mois, #1-20) Y</p><p>Focus: I can say and write the numbers 1-20 and the days and months. I can carry on a short conversation involving greeting, asking how T someone is, responding to the same question, and leave taking. I can demonstrate the French handshake. H Lesson Delivery: Repeat #1-20, days and months with flashcards; write #11-20 1x English and 5x in French; practice flashcards with U partner; intro. to la conversation: translate handout dialog and repeat; learn French handshake; practice with partner. R S Differentiation: Process: practicing with flashcards and a conversation with partner D Resources: teacher made flashcards, handout, and SmartBoard slides A Y Assessment: Mémorisez la conversation</p><p>Focus: I can say and write the numbers 1-20 and the days and months. I can carry on a short conversation involving greeting, asking how F someone is, responding to the same question, and leave taking. I can demonstrate the French handshake. R Lesson Delivery: Repeat and practice conversation; perform conversation with partner; repeat #’s 1-20, days, and months with flashcards; I participate in board drills on teams to practice #’s 1-20. D A Differentiation: Process: kinesthetic board games on teams Y Resources: teacher made flashcards, SmartBoard slides</p><p>Assessment: Étudiez pour l’interro: les nombres.</p><p>Lesson Plans Madame McCrillis-- Room 106 Aug. 31- Sept. 4, 2015 French II (Periods 1&8)</p><p>M Focus: I can recall the meanings of classroom commands and common expressions. I can ask and respond to simple questions in speaking and O writing. N Lesson Delivery: Receive handout Expressions pour la classe de français and translate from memory; write HW answers on board to correct; D tcher/stu. Q&A A Differentiation: Process: students writing on board, tcher/individual stu. oral Q&A Y Resources: text: C’est à toi</p><p>Assessment: Participation</p><p>Focus: I can recall the meanings of classroom commands and common expressions. I can ask and respond to simple questions in speaking and T writing. I can introduce another student, telling his name, age, and physical and personality traits. U Lesson Delivery: write a short speech of introduction, practice, and perform it before the class; practice common Q&A with a partner; correct E Expressions pour la classe de français , side 1 and repeat. S D Differentiation: Process: partner practice, performing a short speech to introduce another A Resources: text: C’est à toi Y Assessment: Participation</p><p>Focus: I can use context clues and cognates to understand reading material. I can answer questions about authentic messages and W informational texts. I can explain the viewpoint of an authentic text by determining who produced it, when, why, and for whom. I can compare E practices and perspectives of the U.S. and French cultures. D Lesson Delivery: Take the Interpretive Integrated Performance Assessment; discuss interpersonal assessment strategies; practice Q&A with N partner. E S Differentiation: Content: use of authentic materials, help with cognates D Resources: Internet: French website advertising school supplies A Assessment: In-class Integrated Performance Assessment: Interpretive Y</p><p>Focus: I can engage in greetings, introductions, and leave-taking. I can use language to acquire information. I can ask and answer questions T about feelings, emotions, and preferences. H Lesson Delivery: Take the Interpersonal Integrated Performance Assessment; play partner bingo. U R Differentiation: Product and Process: role playing with a partner, partner game S Resources: text: C’est à toi D A Assessment: In-class Integrated Performance Assessment: Interpersonal Y Focus: I can write a note, including times, activities, feelings, and needs. I can connect my learning to relevant life experiences and career F opportunities. R Lesson Delivery: Take the Presentational Integrated Performance Assessment; read: French, the Most Practical Foreign Language, and list the I 5 most interesting facts. D Differentiation: Product: extention of learning: writing a note A Y Resources: text: C’est à toi, French dictionary Assessment: In-class Integrated Performance Assessment: Presentational</p><p>Lesson Plans Madame McCrillis-- Room 106 Aug. 31- Sept. 4, 2015 French III (Period 7) Focus: I can use knowledge of the situation, the purpose of communication, cognates, or context clues to understand native French speech. I M can interpret gestures, intonation, and tone to comprehend verbal and nonverbal messages. O Lesson Delivery: Read Mon Petit Guide d’Expressions, p.2 and put a star by the ones they most like; repeat expressions and share; watch vidéo N 11 2nd time; discuss and correct side 1; watch vidéo 11 3rd time; discuss. D A Differentiation: Process: practicing daily oral language, allowing for multiple right answers Y Resources: C’est à toi II vidéos 1&2 Assessment: Participation</p><p>Focus: I can use knowledge of the situation, the purpose of communication, cognates, or context clues to understand native French speech. I T can interpret gestures, intonation, and tone to comprehend verbal and nonverbal messages U Lesson Delivery: Repeat Mon Petit Guide d’Expressions, p.3; correct vidéo 11 side 2 answers at board; identify Paris monuments in a PowerPoint; E watch vidéo 12 with no subtitles; discuss. S D Differentiation: Process: practicing daily oral language, allowing for multiple right answers A Resources: C’est à toi II vidéos 1&2 Y Assessment: Participation</p><p>Focus: I can use knowledge of the situation, the purpose of communication, cognates, or context clues to understand native French speech. I W can interpret gestures, intonation, and tone to comprehend verbal and nonverbal messages E Lesson Delivery: Repeat Mon Petit Guide d’Expressions, p.4; watch vidéo 12 2nd time; discuss and correct side 1; watch 3rd time; discuss and D correct side 2 at board. N E Differentiation: Process: practicing daily oral language, allowing for multiple right answers S Resources: C’est à toi II vidéos 1&2 D A Assessment: Video quiz 11&12 Y</p><p>Focus: I can use knowledge of the situation, the purpose of communication, cognates, or context clues to understand native French speech. I T can interpret gestures, intonation, and tone to comprehend verbal and nonverbal messages. I can write a skit. H Lesson Delivery: Take video quiz 11&12; repeat Mon Petit Guide d’Expressions, p.5; given several scenarios, choose one and write a skit with a U partner; show to teacher; practice and memorize. R S Differentiation: Product: extention of learning, choices, creative writing with a partner D Resources: C’est à toi II vidéos 1&2 A Y Assessment: Mémorisez le sketch Focus: I can perform a skit. I can recall the meanings and how to conjugate common –ER, -IR, and -RE verbs. F Lesson Delivery: Practice skit and perform; review –ER, -IR, and -RE verb infinitives, conjugate regular verbs in the present tense; review R interrogative and negative interrogative. I Differentiation: Product: extention of learning, choices, creative dramatic performance with a partner D A Resources: French First Year second edition Y Assessment: Fiche: Les verbes réguliers Lesson Plans Madame McCrillis-- Room 106 Aug. 31- Sept. 4, 2015 Honors French IV (Independent Study)</p><p>M Focus: O Lesson Delivery: N D Differentiation: INDEPENDENT STUDY A Y Resources: Assessment: </p><p>T Focus: U E Lesson Delivery: S Differentiation: D A Resources: Y Assessment: </p><p>Focus: W Lesson Delivery: E D Differentiation: N Resources: E S Assessment: D A Y </p><p>T Focus: H U Lesson Delivery: R Differentiation: S Resources: D A Assessment: Y</p><p>F Focus: R I Lesson Delivery: D Differentiation: A Y Resources: Assessment: </p><p>Lesson Plans Madame McCrillis-- Room 106 Aug. 31- Sept. 4, 2015 Cultural Literacy (Period 5) Focus: I can research my birth year. I can compare and contrast the culture of the year I was born and the present day.</p><p>M Lesson Delivery: Go to computer lab with handout to do research on your birth year. O N Differentiation: Content: researching one’s individual birth year D Resources: website: infoplease.com A Assessment: Complete handout on birth year Y</p><p>Focus: I can research my birth year. I can compare and contrast the culture of the year I was born and the present day. T Lesson Delivery: Write answers to the following questions: What do you find interesting about your birth year? What are the similarities and U what are the biggest changes between then and now? Get into groups by birth years to discuss their answers and then report to class. E S Differentiation: Process: getting into groups by birth year to discuss D Resources: website: infoplease.com A Y Assessment: Participation</p><p>Focus: I can explain what a proverb is. I can apply proverbs to daily life. I can identify and explain the importance of four dates relating to W WWII. E Lesson Delivery: Review the definition of a proverb; read an introduction to proverbs; read 5 proverbs and give examples of each from life D experience; listen to a German radio recording from WWII; copy and learn the importance of four dates from WWII. N E Differentiation: Process: intro. to a period through music S Resources: The New Dictionary of Cultural Literacy D A Assessment: Participation Y</p><p>Focus: I can apply proverbs to daily life. I can identify events, treaties, and agreements at the end of World War II that changed national T boundaries and created multinational organizations that still affect the world situation today. H Lesson Delivery: Discuss 5 proverbs; intro. to Harry Truman; take notes on the Atomic Bomb, the end of WWII, the U.N., and the Nuremburg U Trials. R S Differentiation: Process: use of photos and video clips to bring history alive D Resources: The New Dictionary of Cultural Literacy A Y Assessment: Participation Focus: I can explain the history, purpose, organization, and actions of the U.N. F Lesson Delivery: Go to computer lab with handout to do research on the United Nations. R Differentiation: Process: students working at their own pace with one on one teacher help I D Resources: Official U.N. website: www.un.org/en/ The New Dictionary of Cultural Literacy A Assessment: Complete handout on the U.N. Y </p>