ࡱ> "$ ! JbjbjAA .2++Bڮ~Y[[[[[[$X ### Y#Y##^} -` BY!~hE0ڮ(̳#X̳-̳-#k#Xڮ̳ :  Lesson Plans Madame McCrillis-- Room 106 March 9-13, 2015French I (Periods 2&7) M O N D A YFocus: I can recognize familiar names, words, characters, and some phrases in everyday situations: school. I can write lists that help me in my day to day life. I can convey meaning using writing processes and presentation strategies. Lesson Delivery: stu. conj. aller and avoir; complete avoir SmartBoard activity; correct; correct HW ex.9 orally; ex.10 at board; stu. rd aloud Q&A with partner; copy extra classroom voc. and look up meaning; correct and repeat; Differentiation: Process: individual, partner, and whole class activities Resources: Cest toi text and workbook Assessment: cahier dex., pp.54-55  T U E S D A YFocus: I can recognize familiar names, words, characters, and some phrases in everyday situations: school. I can write lists that help me in my day to day life. I can ask simple questions and give simple responses. I can understand when someone describes his/her school schedule. Lesson Delivery: Stu. pair up to ask Quest-ce que cest? with obj. in classroom; correct wkbk, pp.54-55; review avoir faim, avoir soif, avoir besoin de; review prepositions with Pierre all around classroom; intro. Unit 4B texte, p. 110; explain HW. Differentiation: Process: partner work and use of manipulatives Resources: Cest toi text and workbook Assessment: Traduisez Voc4B. Crez 16 cartes Voc4B. Faites texte, pp.113-114 ex.2,3,4,5  W E D N E S D A YFocus: I can read simple information on familiar topics. Lesson Delivery: Correct Voc4B def. and repeat; transl. dialog in writing; correct and read aloud Aperus Culturels; correct ex. 2&5 at bd., ex. 3&4 orally; copy new verb finir; repeat. Differentiation: Process: peer correction of sentences at board Resources: Cest toi text and workbook Assessment: crivez Voc4B 5x. Apportez les cartes. Faites texte, pp.115-116 ex. 6,7  T H U R S D A YFocus: I can use IR verbs in speaking and writing. Lesson Delivery: Repeat Voc4B; stu. complete finir act. then prac. flashcards with partner; review finir then correct act. and translate; correct ex. 6 orally with tcher, ex. 7 at bd; conj. choisir; receive HW sheet; perform Tte, paules, genoux, orteils Differentiation: Process: use of flashcards and kinesthetic song Resources: Cest toi text and workbook Assessment: Faites la fiche dexercices: finir  F R I D A YFocus: I can use IR verbs in speaking and writing. Lesson Delivery: Repeat Voc4B; conj. grossir, complete wkbk, p.56, and prac. flashcards with partner; correct grossir at bd. and repeat; correct HW wksht; correct wkbk p.56 with SmartBoard. Differentiation: Process: use of flashcards Resources: Cest toi text and workbook Assessment: Lisez texte, pp.118-119. Faites texte, p. 120 ex. 11, 12. Faites cahier dex., p.60.  Lesson Plans Madame McCrillis-- Room 106 March 9-13, 2015French II (Period 1) M O N D A YFocus: Ask and answer questions about feelings, emotions, and preferences. Convey meaning using writing processes and presentation strategies: partitive article vs. definite article, expressions of quantity, and use of de after a negative. Lesson Delivery: Take quiz over Voc8B#3; Review part. art. in neg. sentence; Food basket partner act. in front of class: Veux-tu du lait? Non, je ne veux pas de lait ; watch Valette vido #4 Le. 33, 34 and respond orally to questions; view and discuss PowerPoint: Le Repas Franais Differentiation: Process: oral interactive video Resources: Cest toi text and workbook, play and real food, Valette video, PowerPoint: Le Repas Franais Assessment: texte, pp.286-288 ex. 18,19; cahier dex., p.132  T U E S D A YFocus: Identify, examine, and compare products, practices, and perspectives of the U.S. and target cultures: food. Understand new words, phrases, sentences, or the main idea with the help of visuals and graphics that accompany texts. Lesson Delivery: Copy SmartBoard Repas slide; stu. transl. Voc8C, and write what they eat for 3 meals; correct txt, p.288 ex. 18, 19 orally; correct wkbk, p.132; intro. Unit8C txt, p.289 with audio CD; correct transl. Voc8C. Differentiation: Process: audio and visual aides to introduce new vocabulary Resources: Cest toi text and workbook Assessment: Traduisez Voc8C; texte, pp.292-293 ex. 2,3,4,5  W E D N E S D A YFocus: Identify, examine, and compare products, practices, and perspectives of the U.S. and target cultures: food. Understand new words, phrases, sentences, or the main idea with the help of visuals and graphics that accompany texts. Ask and answer a range of questions to seek or clarify information. Lesson Delivery: Stu. transl. dialog, read Aperus Culturels, and write sentence from yesterday on board; after correction, whole class reads sentences; repeat VOC8C; with food basket, answer questions: Quest-ce que cest? Aimes-tu les fraises? Prfres-tu? Correct dialog transl.; correct ex. 2, 3, 4,orally; ex. 5 at board. Differentiation: Process: realistic Q&A with play food manipulatives Resources: Cest toi text and workbook Assessment:  T H U R S D A YFocus: Convey meaning using writing processes and presentation strategies: comparative of adjectives. Lesson Delivery: Repeat Voc8C; communicative activity with partner and Voc.8C then prac. with flashcards; SmartBoard graphic: Au march, Identify; intro. to comparative of adjectives: stu. in front of class, SmartBoard, txt, p.293; food basket: repeat La pomme est plus grande que la fraise; De quelle couleur est la fraise? Differentiation: Process: communicative activity with partner, flashcards, and play food Resources: Cest toi text and workbook Assessment: texte, pp.294-295 ex. 6,7,8  F R I D A YFocus: I can compare people and objects using adjectives. Lesson Delivery: Repeat Voc8C; food basket Q&A; practice with flashcards then give partner a written quiz over Voc8C; food basket: comparez; stu. write ex. 6,7,8 at board. Differentiation: Process: partner work with flashcards and student made quizzes; whole class work with play food Resources: Cest toi text and workbook Assessment: cahier dex., pp.133-136; tudiez pour linterro Voc8C  Lesson Plans Madame McCrillis-- Room 106 March 9-13, 2015French III (Period 4) M O N D A YFocus: Identify, investigate, and describe institutions, contemporary and historical figures, contributions, and time periods of the target culture: The Napoleonic Era Lesson Delivery: Turn in old and corrected copy of essay; listen to Eroica by Beethoven; finish correcting answers; read excerpts on the Russian Campaign from Josephine; view and discuss works of art by Jacques-Louis David; take notes on Eroica and Napoleons tomb; copy what to study for test. Differentiation: Content: integration of curriculum: French, history, classical music, art Resources: film: The Glory of France, book: Josephine Assessment: tudiez pour lexamen: Napolon  T U E S D A YFocus: Identify, investigate, and describe institutions, contemporary and historical figures, contributions, and time periods of the target culture: The Napoleonic Era and Alexandre Dumas Lesson Delivery: Take test over Napolon; watch Youtube videos on Napoleon and the French Revolution; take notes on Alexandre Dumas-Pre; receive handouts and dictionaries to begin HW. Differentiation: Process: use of creative music video clips to review French history Resources: Youtube videos Assessment: Fiches sur Le Comte de Monte-Cristo  W E D N E S D A YFocus: Make use of print and digital resources to understand the meaning of new words and expressions. Answer a range of questions, from simple to detailed, about literary texts. Lesson Delivery: Receive Voc. handouts and the Graded French Reader; look up voc.; get explanation on how to do homework; correct background HW answers. Differentiation: Process: pulling names out of a basket for stu. to respond to questions Resources: Graded French Reader Assessment: Couvrez le livre; Dants: Lisez Ch. 1&2 et rpondez aux questions.  T H U R S D A YFocus: Answer a range of questions, from simple to detailed, about literary texts. Provide descriptions of characters and settings that include some details. Gain and utilize knowledge of word families/characters, and cognates to figure out the meaning of new words and expressions. Lesson Delivery: Stu. watch 15 min. of the film The Count of Monte-Cristo; correct and repeat Voc. Ch. 1-7; Listen to the tcher read Ch.1; correct answers; listen to the tcher read Ch. 2; correct answers; get back Napoleon test; correct answers. Differentiation: Process: use of a contemporary film to enhance understanding of literature Resources: Graded French Reader Assessment: crivez Voc. Ch. 1-7 5x. crivez 16 phrases avec le vocabulaire. Lisez Dants, Ch. 3,4,5 et rpondez aux questions.  F R I D A YFocus: Answer a range of questions, from simple to detailed, about literary texts. Provide descriptions of characters and settings that include some details. Gain and utilize knowledge of word families/characters, and cognates to figure out the meaning of new words and expressions. Lesson Delivery: Copy and translate SmartBoard notes: Les pronoms interrogatifs; then read and complete pp.308-310 ex. E,F,G; correct; review situation in novel; repeat Voc Ch. 1-7; stu. read aloud Ch. 3; correct answers orally and with SmartBoard; stu. read aloud Ch. 4; correct answers orally and with SmartBoard; stu. read aloud Ch. 5; correct answers orally and with SmartBoard; read aloud Voc sentences on bd. Differentiation: Process: oral reading and answering of questions with visual support Resources: Graded French Reader, French First Year Second Edition Workbook Assessment: Lisez Dants, Ch. 6,7 et rpondez aux questions.  Lesson Plans Madame McCrillis-- Room 106 March 9-13, 2015Honors French IV (Period 8) M O N D A YFocus: Answer a range of questions, from simple to detailed, about literary texts. Provide descriptions of characters and settings that include some details. Sequence events in literary texts and analyze that sequence to understand how each event led to the next. Identify characteristics that explain genre classifications and classify familiar literary selections by genre. Lesson Delivery: Stu. decide what modern day actors should play the roles of Charlemagne, Roland, Aude, Tristan, and Yseut; correct p. 64 ex. A #1-7 at board, p. 65 ex. D #1-6; read aloud pp. 62-64 Tristan et Yseut. Differentiation: Process: use ofcreative thinking skills Resources: Trsors du Temps Assessment: Participation  T U E S D A YFocus: Answer a range of questions, from simple to detailed, about literary texts. Provide descriptions of characters and settings that include some details. Sequence events in literary texts and analyze that sequence to understand how each event led to the next. Identify characteristics that explain genre classifications and classify familiar literary selections by genre. Lesson Delivery: Review chansons de geste;correct texte, p.64 ex. A #8-12 at board and p. 65 ex. D #7-14; whole class discussion of essays; with partner discuss answers to review sheet, sides #1,2. Differentiation: Process: partner sharing and correcting Resources: Trsors du Temps Assessment: tudiez pour lexamen: 3e tape  W E D N E S D A YFocus: Plan a range of texts by brainstorming ideas and choosing vocabulary, phrases, and sentence patterns. Revise and edit texts using tools that promote reflection on meaning, form, and mechanics. Identify, investigate, and describe institutions, contemporary and historical figures, contributions, and time periods of the target culture: the Early Middle Ages. Lesson Delivery: Take test over 3e tape; divide up vocabulary for Cest toi vidos 5 & 6to look up. Differentiation: Process: students work together as a team Resources: Trsors du Temps Assessment: Participation  T H U R S D A YFocus: Derive meaning from messages and texts using listening, reading, and viewing strategies. Lesson Delivery: Intro to writing assignment: Un Portrait du Moyen-ge ; Repeat voc.; watch video without subtitles; watch video with French subtitles; correct wksht and discuss. Differentiation: Content: video of authentic situations to teach vocabulary and culture Resources: Cest toi II vido 5 Assessment: Pour mardi: Un Portrait du Moyen-ge  F R I D A YFocus: Derive meaning from messages and texts using listening, reading, and viewing strategies. Lesson Delivery: Repeat voc.; watch video without subtitles; watch video with French subtitles; correct wksht and discuss. Differentiation: Content: video of authentic situations to teach vocabulary and culture Resources: Cest toi II vido 6 Assessment: Interro de vido #5,6  Lesson Plans Madame McCrillis-- Room 106 March 9-13, 2015Cultural Literacy (Period 5) M O N D A YFocus: Understand the meaning of common idioms and foreign language words and phrases in English usage. The civilizations that developed in Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and history. Lesson Delivery: Discuss Idioms #100-105; review recent events in Troy; watch scenes 15-23; discuss why the Greeks lost; listen to info. on Achilles and Patrocles from Mythology. Differentiation: Process: variety of instructional strategies: film to reveal literature Resources: : The New Dictionary of Cultural Literacy, Mythology for Dummies, film: Troy Assessment: Participation  T U E S D A YFocus: Understand the meaning of common idioms and foreign language words and phrases in English usage. I can identify the major characters, plot and themes form Homers Iliad. Lesson Delivery: Discuss Idioms #106-110; review; watch scenes #33-36; review; listen to pp.101-102 Achilles and Hector; watch scene #42 Death of Achilles. Differentiation: Process: variety of instructional strategies: film to reveal literature Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies, film: Troy Assessment: Participation  W E D N E S D A YFocus: Understand the meaning of common idioms and foreign language words and phrases in English usage. I can identify the major characters, plot and themes form Homers Iliad. Lesson Delivery: Discuss Idioms #111-115; listen to pp.102 Death of Achilles and p. 103 Trojan Horse; watch Troy scene #38 on Trojan Horse; listen to p. 104 After the war. Differentiation: Process: variety of instructional strategies: film to reveal literature Resources: The New Dictionary of Cultural Literacy, Mythology for Dummies, film: Troy Assessment: Participation  T H U R S D A YFocus: Understand the meaning of common idioms and foreign language words and phrases in English usage. I can identify the major characters, plot and themes from Homers Iliad. Lesson Delivery: Discuss Idioms #116-120; get handout on The Iliad and The Odyssey overview; view SmartBoard map of the Agean Sea; stu. list which gods and goddesses sided with Troy and the Greeks; answer question: What character would you most like to be from The Iliad? Differentiation: Process: creative thinking skills: Choosing a character they would most like to be in a movie and explaining why Resources: : The New Dictionary of Cultural Literacy, Mythology for Dummies, film: Troy Assessment: Study for test over Idioms #101-120.  F R I D A YFocus: Understand the meaning of common idioms and foreign language words and phrases in English usage. I can identify the major characters, plot and themes from Homers Iliad and Odyssey. Lesson Delivery: Take test over Idioms #101-120; review The Iliad; receive and read aloud Synopsis of The Odyssey; listen to Mythology,pp. 106-107; receive HW handout. 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