Lesson Plans, 9/29-10/3:

Introductory French:

Monday:

• Whiteboard activity to practice times.
• Loto to practice times.

Tuesday:

• Play one round of loto to practice times.
• Time quiz.

Wednesday:

·         Introduce classroom objects vocab by indicating something in the room and saying its name in French.  Students should repeat.  Introduce them in groups of three, going back over them until students are confident with the new words.  (20 minutes)

·         Then, pass out the notes with the words in French and have students fill in the English definitions.  (10 minutes)

·         Talk about un and une and why they are so important.  (5 minutes)

·         Have students make flashcards with the new vocab.  (15 minutes)

Thursday:

·         Review vocab by going around the room and asking students “Qu’est-ce que c’est?”  Students should tell me what the words were from the day before.  (10 minutes)

·         Talk about the “e” rule for telling whether something is masculine or feminine.  Discuss the exceptions.  (5 minutes)

·         Have students make cards that say “un” and “une”.  Name a classroom object without its article, and have students hold up the proper card depending on what gender they think the object is.  (20 minutes)

·         Make it a game.  If someone holds up the wrong article card, he or she has to sit down.  The last person standing wins.  (10 minutes)

·         Have students use their flashcards to review vocab with a partner.  (5 minutes)

Friday:

·         Review vocab as a class.  (10 minutes)

·         Play frappez les mouches to practice vocab.  (40 minutes)

French 1:

Monday:

• Whiteboard activity to practice times.
• Loto to practice times.

Tuesday:

• Play one round of loto to practice times.
• Time quiz.

Wednesday:

• Introduce j’aime and je n’aime pas.  Tell students in French something I like to do.  Ask them if they like to do that thing.  Students will answer with oui or non.  The things should be cognates and easy to figure out.  Then, tell students a few things I don’t like to do.  Ask them if they like to do those things.  (5 minutes)
• Introduce new vocab with pictures.  Hold up pictures and introduce activity.  Students should repeat the thing.  Then, go back and quiz students on the vocab three words at a time.  Keep going until they are pretty good at remembering what the concepts are. Then put them up on the board and have students write them down.  (25 minutes)
• Write a few examples on the board of sentences telling what I do and do not like to do.  Have students write three of each in their notes.  (5 minutes)
• Ask students if they like to do certain things.  They should respond with “Oui, j’aime...” or “Non, je n’aime pas...” (10 minutes)
• Formally introduce “Est-ce que tu aimes...?”  and have students ask a partner if they like to do two things.  Students should respond appropriately according to their opinions.  (5 minutes)

Thursday:

• Review yesterday’s vocab with the pictures. (10 minutes)
• Ask students if they like to do various things, and have them respond with “Oui, j’aime...” or “Non, je n’aime pas...” (5 minutes)
• Introduce the un peu, bien, beaucoup, and je deteste vocab. (10 minutes)
• Hang the pictures on the board, and have students write sentences for how much they like/ don’t like to do the certain activities. (10 minutes)
• Ask students who likes to do certain things bien, beaucoup, un peu, etc.  (8 minutes)
• Show students their grades.  (7 minutes)

Friday:

• Student survey:  Students travel around the room asking seven other students how much they like to do certain activities.  They should record their findings in a grid.  (20 minutes)
• Teach students the four ways of asking a question.  Do several examples on the board, and practice as a class.  (15 minutes)
• Have students write some sample questions for a pretend interview with a celebrity about what they do and don’t like to do.  They should use several instances of each of the four types of forming a question.  (15 minutes)

 French 2:

Monday:

• Students work on their stories from Friday.  They should be finishing up their first drafts and starting their second drafts.

Tuesday:

• Introduce family vocab by putting a family tree on the board and indicating “moi”.  Then, introduce all of the family members in relation to “moi”.  Go through all of them, and have students tell me who each family member is.  Go through it until students are confident with new vocab.  (20 minutes)
• Have students take notes.  (10 minutes)
• Give the people in the family tree names, and have students make sentences about the various family relationships.  For example, “Giselle est la cousine de Nathalie.” (5 minutes)
• Then, review possessive pronouns by having students pretend to be someone on the family tree and asking them about their family.  For example, “Qui est Pierre?”  “Pierre est mon frère.” (5 minutes)
• Have students begin the rough draft of their own family tree, sketching it out on a piece of paper rand labeling their relatives.  (10 minutes)

Wednesday:

• Pass out family tree rubrics and go over expectations with students.  (5 minutes)
• Students work on their artistic family trees.  (45 minutes)

Thursday:

• Introduce descriptive vocab.  Have students write down new vocab words, and have them conjecture on why there are two forms for each word.  Talk about how in French, adjectives need to agree in number and gender with the nouns they describe, and do some examples on the board.  (20 minutes)
• As a class, act out the different adjectives.  When I say the adjective in French, students should act it out.  Then, I will act it out and students must say the adjective. (10 minutes)
• Have student volunteers stand up and have the class describe the volunteers with at least three adjectives.  Make sentences with those descriptions for students to put in their notes.  (10 minutes)
• Have students choose three people in the class to describe.  For each of the people they choose, they should write down three things they are and three things they are not.  (10 minutes)

Friday:

• Review adjectives by choosing a few students and describing them for the class.  The students should guess who I am describing.  Then, have student volunteers describe someone and have the class guess who it is.  (10 minutes)
• Inform students that they are now going to be a part of a student family.  Put several French last names on the board, and have the groups choose what they want their names to be.  They should then decide what family members they will be, and create identities for themselves.  Each student should write a paragraph about his/her new identity and talk about how he/she fits in to the family.  Then, students should practice talking about themselves.  At the end of class, the families will introduce themselves to the class. (40 minutes)

French 3/4:

Monday:

• Read part 2 of “La Journée Terrible de Steve” making predictions about the story and discussing it as a class.
• Finish filling out Cornell notes about the passé composé.

Tuesday:

• Review body parts vocab.  Pass out notes with the French words on them, and have students fill out the notes in English as we go through them. (15 minutes)
• Name various body parts in French and have students touch those parts.  (10 minutes.
• Review reflexive verbs and how they work.  Have students write down reflexive pronouns.  As a class, make some sentences on the board.  (15 minutes)
• Put several sentences on the board in English and have students translate them to French.  Then, go over the sentences with the class. (10 minutes)

Wednesday:

• Introduce vacation destination vocab with students by drawing a picture of the places and having students repeat.  Then, put up the French words and have students take notes.  (10 minutes)
• Erase the French words, and have students say the names of the places when I point to them.  (5 minutes)
• Ask individual students if they like to go to certain places.  Review un peu, bien, beaucoup, and je n’aime pas.  (5 minutes)
• Introduce the four ways to ask a question, and make some example sentences about where people like to go as a class.  (10 minutes)
• Have students conduct survey, talking with 8 other students.  They should ask how much other students like to go to certain places, and record their findings in a grid.  They should also use all four ways of asking a question.  Once all students are done, we will talk about their findings.  (20 minutes)

Thursday:

• Review the vacation spots vocab by pointing to a picture and having students tell me the word.  (5 minutes)
• Introduce modes of transportation. Ask students how they would get to certain places, using the vocab that they learned yesterday. (8 minutes)
• Have students act out the different modes of transportation as I say the words.  Then, have students say the words as I act them out.  (10 minutes).
• Ask students how most people get around here, and compare that to how people usually get around in France.  Talk about the higher driving age in France, and talk about the train. Show them the train ticket and the carte 12-25.  (8 minutes)
• Read “En Route” with students.  (8 minutes)
• Put several sentences in English (which use the vocab from yesterday and today) up on the board and have students translate them to French. (11 minutes)

Friday:

• Review vocab from the previous two days by asking students in French if one would go to a certain place by a certain mode of transportation.  Students would have to answer with “oui” or “non”.  (5 minutes)
• Introduce the imparfait.  Tell students there is a new verb tense, and explain when one would use the imparfait rather than the passé composé.  Explain how one forms the imparfait, and do a few examples as a class.  (10 minutes)
• Begin reading “Le Fantome du TGV”.  (35 minutes)