Hackett 2012

Teacher Candidate: Sabattis Twichell Unit Topic: Bonnes vacances! Essential Question(s): Why is it important to be able to communicate effectively using the past tense? How do we use limparfait and pass compos in combination to discuss past events? What are some important cultural aspects of les pays francophone? Lesson Number: LE Lesson #5: Vive les vacances! time State Standards being Assessed Standard 1: Students will be able to use a language other than English for communication. Performance Indicators Listening & Speaking: Select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past, and future time frames, and express details and nuances by using appropriate modifiers Exhibit spontaneity in their interactions, particularly when the topic is familiar, but often rely on familiar utterances Use repetition and circumlocution as well as gestures and other nonverbal cues to sustain conversation. Performance Indicators Reading & Writing: Write brief analyses of more complex content when given the opportunity for organization and advance preparation, though errors may occur more frequently Standard 2: Students will develop cross-cultural skills and understandings. Performance Indicators: Recognize that there are important linguistic and cultural variations among groups that speak the same target language Objectives (Utilize Blooms Taxonomy and Label) 1. Students will be able to demonstrate their use of the imperfect and pass compos tenses as well as learned vocabulary from the unit on vacations to describe past events and activities (application) 2. Students will be able to infer meaning from learned and unknown vocabulary and structures using the imperfect and past tense (analysis) 3. Students will be able to choose and develop a visual project and perform an oral presentation on a francophone vacation, using learned and practiced vocabulary and complex sentence structures in the present, future, imperfect, and past tenses (synthesis, evaluation) Approximate Time: ~6-7 days + 20 hours prep Acceptable Evidence and Type of Assessment 1. Unit Test- speaking, writing, and vocabulary sections (summative)

2. Unit Test- listening & reading sections (summative)

3. Francophone Vacation Destination Project & Oral Presentations (summative)

4. Students will be able to discover cultural information on various francophone countries/vacation destinations (application)

4. Francophone Vacation Destination Project & Oral Presentations (summative)

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

Hackett 2012 Date: April 28, 2012 Grade Level: 10th Grade/Checkpoint B

Essential Question(s): Why is it important to be able to communicate effectively using the past tense? How do we use limparfait and pass compos in combination to discuss past events? What are some important cultural aspects of les pays francophone? Lesson Title/Number Common Core, State Standards, and/or Performance Indicators
Only include what will be assessed.

LE Lesson #5: Vive les vacances ! Standard 1: Students will be able to use a language other than English for communication. Performance Indicators Listening & Speaking: Select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past, and future time frames, and express details and nuances by using appropriate modifiers Exhibit spontaneity in their interactions, particularly when the topic is familiar, but often rely on familiar utterances Use repetition and circumlocution as well as gestures and other nonverbal cues to sustain conversation. Performance Indicators Reading & Writing: Write brief analyses of more complex content when given the opportunity for organization and advance preparation, though errors may occur more frequently Standard 2: Students will develop cross-cultural skills and understandings. Performance Indicators: Recognize that there are important linguistic and cultural variations among groups that speak the same target language 1. Students will be able to demonstrate their use of the imperfect and pass compos tenses as well as learned vocabulary from the unit on vacations to describe past events and activities (application). 2. Students will be able to infer meaning from learned and unknown vocabulary and structures using the imperfect and past tense (analysis). 3. Students will be able to choose and develop a visual project and perform an oral presentation on a francophone vacation, using learned and practiced vocabulary and complex sentence structures in the present, future, imperfect, and past tenses (synthesis, evaluation).
4. Students will be able to discover cultural information on various francophone countries/vacation destinations (application)

Lesson Objectives
(Blooms Taxonomy)

Must be numbered.

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

1. Unit Test- speaking, writing, and vocabulary sections (summative) 2. Unit Test- listening & reading sections (summative)

Hackett 2012 3. & 4. Francophone Vacation Destination Project & Oral Presentations (summative) Day 1: 1. The Teacher will begin the lesson by administering a list of francophone vacation destinations to the students and instructing them to rank their top 3 choices of places they would most like to visit by circling and numbering first, second, and third choice. 2. The Teacher will collect the vacation choices, and then administer a Pre-Test to help students prepare for their upcoming Unit Test. The Teacher will read the listening portion of the Pre-Test first as a warm up as students practice answering Listening Comprehension Questions (auditory) (Bell-Ringer). The Teacher will read the directions aloud as the students follow along on their Pre-Test. The Teacher will read a series of short conversations that are incomplete as students select the most logical continuation of the conversation and circle the corresponding letter response. The Teacher will read each conversation twice, and students will raise their hands if they need it repeated a third or fourth time (CFU-procedures). The Teacher will then read through all of the directions for each section of the Pre-Test as students follow along and offer to read examples. The Teacher will model a few of the examples on the board, telling students to mark whether the verbs should be written in the imperfect or pass compos, and encouraging students to translate all of the sentences into English to understand what sounds the most logical. The Teacher will answer any questions the students have about the directions at this time (CFU-directions) 3. The Students will take the listening portion of the Pre-Test as a Bell-Ringer, and they will continue completing the Pre-Test during the first half of the class. 4. As the Students take the Pre-Test, the Teacher will look at their top 3 francophone vacation destination choices and group students into groups according to their interests, placing them in a group to research one of their top 3 choices (group sizes may vary according to choices, but the Teacher will try to keep all groups to 2-3 people). The Teacher will place Research Note Cards containing the flag, country, and major city of the francophone destination on their desks. 5. When the Students have finished the Pre-Test, the Teacher will collect and correct them, giving feedback and circling areas for the Students to correct and study for the Unit Test (RBIS-setting objectives & providing timely feedback). The Teacher will then instruct students to look at their picture cards, find their groups and move silently to the work station with the picture of their francophone country taped above it (visual). 6. The Teacher will then give students their assignment sheet for the final Creative Lesson Project: Les vacances au monde francophone. The Teacher will explain the directions aloud, as students follow along on the assignment sheets. The Teacher will then ask 3 Students to reiterate the 3 parts of the assignment (CFU-directions). 7. The Teacher will then bring the Students to the computer lab to begin the first portion of the assignment, researching their francophone country to find the capital city, brief background information or history of the francophone city, the climate and geography of the region, major cultural attractions/monuments/landmarks or other sites, and popular activities/things to do. The Teacher will give students a set of links to some suggested sources to help them find information. 8. The Students will work on the first portion of the project in their pairs or groups for the remainder of the period, using the internet and other resources to conduct

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

Label: Bell Ringer

Label: visual, auditory, and kinesthetic Accommodations for learning modalities Label: Checks for Understanding: directions, procedures/routines, and/or content (formative)
Ex. (CFU directions)

Hackett 2012 research on their destination and recording all information in French on their Research Note Cards (visual).. Each student in the group will be working on a computer and the groups will be encouraged to split up the research and search different sites to find things (RBIS-cooperative learning, interpersonal and small group skills, positive interdependence). Days 2-4: 9. The Students will continue to conduct Research and work on their Visual Vacation Projects in the Computer Lab over the course of the next 3 days (visual, auditory, kinesthetic). When the Students have collected all the required information, they will then begin working on the second part of the assignment, which will be writing a story of 100 words or more, in which they pretend that they visited their vacation destination when they were younger. In the story, they must describe where they stayed, how they travelled, how long they were there, what they did while they were there, and what important sights they saw or visited using the imperfect and pass compos throughout. The Students will work in their pairs or groups to write out a rough draft of the story (RBIS-cooperative learning, group processing). 10. The Teacher will assign each member different role/roles within the group in order to keep everyone accountable for participating (RBIS-cooperative learning, individual and group accountability). The roles will include: The Tense Tamer: In charge of double checking all verb conjugations and helping verbs to make sure the correct tenses (imperfect/pass compos) are being used throughout the final written product. The Grammar Guru: In charge of double checking all grammatical mechanisms and structures such as subject/pronoun/adjective agreements, and correct use of articles and fluent flow/transition. The Vocab Viking: In charge of double checking all vocabulary spelling and masculine/feminine, singular/plural article agreements. May look words up in the dictionary as needed 11. When the Students have finished their rough draft, they will have it checked by the Teacher who will circle errors and make suggestions for change before approving them to begin typing their final copy (RBIS-setting objectives & providing corrective feedback). 12. As the Students work, the Teacher will walk around and offer corrective feedback, positive reinforcement, and individual assistance as necessary. 13. When the Students have finished the research portion and written story aspect of the project, they will be given permission from the Teacher to move on to the third phase of the project, creating their visual representation for the oral presentation. For their Visual Vacation, each pair or group may choose to create a Power Point/Slide Show, Brochure, Skit/Dialogue, Puppet Show, Movie, Song, Illustrated Childrens Book, Scrap Book/Travel Journal, Comic Strip/Story Board, Billboard/Poster, News Report, or other Teacher Approved format (visual) (RBISnonlinguistic representations). 14. At the end of the 4th day, the Teacher will check the progress of all of the groups and determine whether or not the class is ready to present their Visual Vacation in a brief Oral Presentation, or if they need more time to prepare (RBIS-goal setting & criterion-specific feedback). 15. The Teacher will ask each pair or group of Students to write 4 test questions or major points they want their classmates to learn about their francophone location in

Assessment/Evaluation Label: formative or summative and describe purpose

Hackett 2012 their Oral Presentation and submit them to the Teacher. The Teacher will then choose 2 questions or points from each presentation to include in the Culture Section of the Unit Test & Study Guide (RBIS-student-led feedback). Day 5: 16. Each pair or group of Students will begin the class by giving a 3-5 minute Oral Presentation, presenting their Visual Vacation and talking about what they did while they were on their imaginary past vacation (RBIS-vocabulary, details, organizing ideas, and presentation skills). Each Student will be responsible for participating in the presentation and must speak for at least 1 minute (auditory). 17. The Teacher will evaluate the Oral Presentation using the Oral Presentation Rubric. 18. When the Students have finished their Oral Presentations, the Teacher will distribute Study Guides for the Unit Test and go over them with students, giving study tips and highlighting important sections to Study (RBIS-advanced organizer). The format of the test will be the same as the practice test, with a listening, reading, writing, vocabulary, and speaking section. The only new portion that was not included on the practice test will be the culture, which will include questions from the oral presentations on the various francophone countries. 19. To close the lesson, the Teacher will play a review game, quizzing students on vocabulary and imperfect verb conjugations using oral questions and flashcards, as students answer using individual White-Boards. 20. The Students will respond to the Teachers review questions on their individual whiteboards in order to help them prepare for the Unit Test and re-visit lesson objectives (auditory, visual, kinesthetic) Day 6: 21. The Students will have 5 minutes to look over their Study Guides and review at the beginning of class. 22. The Teacher will then ask students to put all of their materials away and administer the Unit Test, going over all of the directions orally as the students follow along in their Test packets. The Teacher will administer the listening portion of the test first and then continue to call individual students back to the Teachers desk to complete the Speaking portion (auditory). 23. The Students will complete the Unit Test. When they are finished, they will fillout a self and group evaluation for their Visual Vacation Projects, to be turned in to the Teacher (RBIS-student-led feedback). 24. To close the lesson, the Teacher will present an Exit Question on the Overhead/Smartboard and ask students to respond in their Exit Journals. The Teacher will ask students: After completing the Visual Vacation Project, what francophone countries do you hope to visit in the future and why? How will speaking the French language help you if you if you travel to a foreign country in the future? 1. Unit Test- speaking, writing, vocabulary, listening, reading, and culture sections (summative) The purpose of the Unit Test is for students to demonstrate their knowledge, comprehension, and application of learned vocabulary and structures using the imperfect and past tense to describe past events and activities, utilizing their cumulative knowledge from the Unit. This Test will be assigned a summative grade based on a grading rubric (for writing and speaking sections), and an answer key (for reading, listening, and culture sections).

Closure

Accommodations and/or Interactions with Support Staff

Hackett 2012 2. Francophone Vacation Destination Project & Oral Presentations (summative) The purpose of the Francophone Vacation Destination Project and Oral Presentation is for students to discover cultural information on various francophone countries, and to create and present a visual representation and oral presentation using learned vocabulary and grammatical structures from the Unit Bonnes vacances! This Performance-Based Assessment will allow students to demonstrate their higherorder thinking skills and application of complex sentence structures using the imperfect and pass compos. The project will receive a summative grade based on Writing and Oral Presentation Rubrics. This Assignment differentiates instruction based on Students Interests by allowing students to research one of their top 3 choices of French-speaking countries they would most like to visit, and also by allowing pairs or groups to choose how to represent their destination visually, by offering various choices that cater to different learning styles and multiple intelligences. As closure, the Students will respond to Exit Questions in their Exit Journals, answering the questions: After completing the Visual Vacation Project, what francophone countries do you hope to visit in the future and why? How will speaking the French language help you if you if you travel to a foreign country in the future? These Journals will be read on a daily or weekly basis by the Teacher, who will respond to entries and assign a formative grade factored in to participation. This lesson includes activities that will accommodate auditory, visual, as well as kinesthetic learners. This lesson also differentiates instruction based on students interests and provides them with choices on how to present their project which accommodate different learning modalities and multiple intelligences. Students with exceptional learning needs may receive extra time to perform tasks, more one-on-one help or attention, be partnered with above average students or a student aid, receive written directions or updates sent home to parents, or any other accommodations as outlined on specific student IEPs Text: McDougal Littell Discovering French Blanc 2 Whiteboard/Smartboard/Overhead Projector Pre-Test List of Francophone Countries & Major Cities for Project Choices Country Research Note Cards Pictures of the Countries for pairing & denoting Group Work Stations Assignment Sheets for Visual Vacation Projects and Oral Presentations List of Websites/Resources for Research Individual Student Group Role Cards Art Supplies (poster paper, colored pencils, markers, rulers etc) Computer Lab and Printer Access Individual White-Boards Exit Journals PowerPoint with Exit Questions/Bell-Ringers Study Guide Unit Test Self & Group Evaluations Writing & Oral Presentation Rubrics ~6-7 days + 20 hours prep time

Resources/Materials

Time Required

Hackett 2012 Reflection: This lesson was specifically developed to meet NYS LOTE learning Standards 1 (Students will be able to use a language other than English for communication) and 2 (Students will develop cross-cultural skills and understandings). In this lesson, students have the opportunity to demonstrate their knowledge, comprehension, and application of learned vocabulary and structures using the imperfect and past tense to describe past events and activities. Students will utilize their cumulative knowledge of French language and culture and develop higher-order thinking skills by conducting research and creating a Performance-Based Assessment Project. The students foreign language skills will be further cultivated and developed in the areas of listening, speaking, reading and writing, and they will gain a stronger cultural knowledge through inquirybased and cooperative-learning practices. Within this lesson, current scholarship in the field of French is reflected through the use of specific grammatical structures, using the imperfect tense in combination with the pass compos to describe past events in written and spoken language. This lesson helps students increase their fluency in reading, writing, listening, and speaking by providing opportunities for students to demonstrate their skills. Best classroom practice is demonstrated through the use of research-based instructional strategies, differentiating instruction based on student interests, and using cooperative learning strategies such as face-to-face promotive interaction, interpersonal and small group skills, individual and group accountability, and group processing. Students also use inquiry-based learning strategies to conduct research and create nonlinguistic representations to present their discoveries. Students are engaged in the lesson through auditory, visual, and kinesthetic stimulants, and they are given positive reinforcement through corrective feedback, independent, and group practice. The lesson demonstrates knowledge of content, adapting teaching strategies to meet the needs of diverse learners, as well as knowledge of pedagogy, using recursive learning to engage different learning styles and student interests which build progressively upon the curriculum. Professional skills are also demonstrated through modeling commitment and caring for students through accommodations, differentiation, and positive reinforcements. This lesson prepares students for life outside of the classroom as they will gain a stronger cultural knowledge of various francophone countries, as well as develop their reading, writing, and oral proficiency skills. Students will also expand on their ability to conduct research, using a variety of sources in both French and English, which will help them become more independent learners. Through their oral presentations and cooperativelearning, students will develop public-speaking and social skills which will help them to communicate effectively using the French language.