Hackett 2011

Teacher Candidate: Sabattis Twichell France Unit Topic: La vie courante : Everyday Life in

Essential Question(s): Why is it important to be able to talk about food? How do we include food into our daily conversations? Where do you like to go eat with friends? What types of snacks, breakfast, & lunch foods do you like to eat? Lesson Number: 1: bon apptit! State Standards
(performance indicators, key ideas, strands, etc.)

Approximate Time: 5 days + 20 hours planning time Objectives

(Label Blooms)

Acceptable Evidence and Type of Assessment

LOTE Standards for Checkpoint A: 1. Students will use a language other than English for communication. Performance Indicators: Students will call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning from a language other than English

1. Students will be able to list and restate food vocabulary, using visual aids, and cognates to derive meaning from nonverbal cues. (knowledge, comprehension)

1. Listen & Repeat Activity, Oral Questioning using Aimes-tu. & Picture Crossword Bell-Ringer (formative)

CTE Standard 5: Computer Technology Key idea: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge. Performance Indicators: Students will use a computer system to connect to and access needed information from various Internet sites.

2. Students will be able to practice using the internet to help them discover new food vocabulary at http://www.digitaldialects.com/French.htm. (application, analysis)

2. French Food / Fruits & Vegetables Online Exercises (Listening and Spelling Activities) & Completion of Vocabulary Worksheets (formative)

Hackett 2011 LOTE Standard 1: Students will use a language other than English for communication. Performance Indicators: (comprehension) Comprehend language consisting of simple vocabulary and structures in face-to-face conversation with peers and familiar adults Compose short, informal notes and messages to exchange information 3. Students will be able to express hunger and thirst verbally & in writing, and discuss what they would like to eat when ordering food in a restaurant. 3. Sample Dialogue Translations & InClass Think, Pair, Share activities A, B, C (formative)

Understand the main idea and some details of simple informative materials written for native speakers

4. Students will be able to use their knowledge of French vocabulary to compose full sentences regarding food, drink, and ordering in a restaurant. Students will be able to create their own version of a French Menu. (synthesis) 5. Students will be able to analyze authentic French menus and interpret information written for native speakers of French. (analysis)

4. 10 Question Homework Assignment, Creative Lesson Project #1: French Menu, & End-of-Lesson Quiz (summative) 5. End-of-lesson Quiz (satisfies objectives 1, 3, 4, 5) (summative)

Teacher Candidate: Sabattis Twichell Lesson Plan Template Unit Title: La vie courante Subject: French

Hackett 2011 Date: November 30, 2011 Grade Level: 7 Checkpoint A

Essential Question(s): Why is it important to be able to talk about food? How do we include food into our daily conversations? Where do you like to go eat with friends? What types of snacks, breakfast, & lunch foods do you like to eat? Lesson Title/Number Bon apptit! / Lesson #1 LOTE Standards for Checkpoint A: State Standards and Performance 1. Students will use a language other than English for communication. Indicators Performance Indicators: Students will call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning from a language other than English Comprehend language consisting of simple vocabulary and structures in face-to-face conversation with peers and familiar adults Compose short, informal notes and messages to exchange information Understand the main idea and some details of simple informative materials written for native speakers CTE Standard 5: Computer Technology Key idea: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge. Performance Indicators: Students will use a computer system to connect to and access needed information from various Internet sites. 1. Students will be able to list and restate food vocabulary, using visual aids, and cognates to derive meaning from nonverbal cues. 2. Students will be able to practice using the internet to help them discover new food vocabulary at http://www.digitaldialects.com/French.htm. 3. Students will be able to express hunger and thirst and discuss what they would like to eat when ordering food in a restaurant. 4. Students will be able to use their knowledge of French vocabulary to compose full sentences regarding food, drink, and ordering in a restaurant. Students will be able to create their own version of a French Menu. 5. Students will be able to analyze authentic French menus and interpret information written for native speakers of French.

Lesson Objectives
(Blooms Taxonomy)

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

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

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

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

Hackett 2011 ----------------------------------------------------------------------------------1. Listen & Repeat activity and Oral Questioning using Aimes-tu. & Picture Crossword Bell-Ringer 2. French Food / Fruits & Vegetables Online Exercises (Listening and Spelling Activities) & Completion of Vocabulary Worksheets 3. Sample Dialogue Translations & In-Class Think, Pair, Share activities A, B, C 4. 10 Question Homework Assignment, Creative Lesson Project #1: French Menu, & End-of-Lesson Quiz 5. End-of-lesson Quiz (satisfies objectives 1, 3, 4, 5) Day 1: As a Bell-Ringer, Students will complete a Picture Cross-word puzzle, on the back of a food vocabulary list they will receive at the start of class. They may use the French Food Vocabulary list to help them complete the puzzle. Most of the words provided will be cognates. Day 2: Students will answer questions: Why is it important to be able to talk about food? How do we include food into our daily conversations? in their weekly Bell-Ringer logs Day 3: Students will answer questions: Where do you like to go eat with friends? What types of snacks, breakfast, & lunch foods do you like to eat? in their weekly Bell-Ringer logs. Day 4: Students will translate as many words as they can on an authentic French Menu ________________________________________________________ Day 1: 1. The Teacher will introduce the Food Unit by providing students with a vocabulary list of French Food Cognates and having them complete a brief crossword puzzle as a Bell-Ringer. 2. The Students will complete a brief crossword puzzle, using their new vocabulary list to help them (visual). 3. The Teacher will go over the answers to the crossword puzzle on the board (or Smartboard), asking for student volunteers to offer their answers to each question and checking for class agreement using the red/green oui/non cards (CFU). 4. The Students will volunteer their answers to the crossword puzzle orally and agree with their classmates answers using their red/green oui/non cards (auditory, visual). 5. The Teacher will then review the new vocabulary using the Listen and Repeat routine, focusing on correct French pronunciation and emphasizing the difference between the French and English pronunciation for all cognates. The Teacher will hold up plastic props for each food and state the French word for that food aloud, listening as students respond (auditory, visual). 6. The Students will repeat each vocabulary word numerous times in response to the teacher, calling upon the visual aids to help convey meaning (auditory, visual). 7. The Teacher will then hold up the plastic food prop and individually question students using the format Aimes-tu .? (Do you like.whatever food is in hand) (CFU-the Teacher will model the question, as well as the response oui, jaime la pizza as an example

Hackett 2011 and ask students for the English meaning of aimes-tu and jaime, each of which are previously learned phrases. The Teacher will also model a negative response stating non, je naime pas la pizza and have students practice repeating the sample responses). 8. The Students will respond to the oral questioning using oui, jaime, or non, je naime pas, filling in the newly used food word and using the visual cues and teacher prompts to help convey meaning (auditory, visual). 9. The Teacher will listen to student responses and provide corrective feedback when necessary, helping students with pronunciation and phrasing of questions and responses. 10. The Teacher will then explain that the students are going to go to the computer lab and use the internet to help them complete a vocabulary worksheet and discover new food vocabulary words which are not included on their original list of cognates. The Teacher will distribute the vocabulary worksheet and explain the instructions orally as students follow along on their papers. The students will write the French word (with the correct article le/la and correct spelling), underneath the accompanying picture and English translation. They will work individually in the Computer Lab to complete all Exercises on http://www.digitaldialects.com/French.htm under the headings Food and Fruits & Vegetables. They must complete the Activities (both with and without audio), as well as the accompanying spelling quiz under each heading. (CFU-The Teacher will ask several student to restate what steps they will be taking and what they are going to do in the Computer Lab, asking for class agreement using thumbs up/down/sideways). 11. The Students will follow the Teacher to the Computer Lab, find a computer, log on and go to the website on their instruction worksheet (visual, tactile/kinesthetic) 12. The Teacher will walk around the room making sure students are logged in and on the correct website, following directions, and working independently. 13. The Students will work independently to complete the Activities specified on their worksheets, using the internet to help them fill in all the missing blanks, as well as testing their recognition of French cognates and assessing their spelling (visual, auditory, tactile/kinesthetic) 14. The Teacher will walk around the computer lab, observing-student behavior, keeping students on-task, helping individual students, and providing corrective feedback when necessary. 15. When the Students have completed their work on the website, the Teacher will tell them to continue onto the next part of their worksheet which asks questions incorporating the new food vocabulary, while they wait for others to finish (visual). 16. When everyone has completed the work on the internet, the Teacher will lead them all back to the classroom together. 17. As closure, the Teacher will ask students: Aimes-tu.?, filling in the blank with the newly discovered food vocabulary words from http://www.digitaldialects.com/French.htm. If there is still time left, the

Hackett 2011 Teacher will ask students to practice asking each other whether or not they like certain foods, using the format aimes-tu? and responding with oui, jaime or non, je naime pas (auditory) (CFU-the Teacher will model the question with a few students and then allow for independent practice) Day 2: 1. The Teacher will begin by providing the Bell-Ringer questions: Why is it important to be able to talk about food? How do we include food into our daily conversations? on the board, and asking students to copy them down, think independently, and write down two responses in their weekly Bell-Ringer logs. Then the Teacher will ask for several students to volunteer their responses aloud. 2. The Students will copy down the Bell-Ringer questions and answer them in writing on their weekly Bell-Ringer logs. Then students may offer their responses verbally, in order to initiate a discussion and learn from one another. 3. The Teacher will distribute vocabulary hand-outs, including a Sample Dialogue introducing the phrase as tu faim?. The Teacher will play the audio tract, or read the dialogue aloud while students follow along on their hand-outs. The teacher will then use listen & repeat technique to introduce the phrase as tu faim? and oui, jai faim. The Teacher will ask students what they think these phrases mean based on the context of the dialogue. The Teacher may help students derive meaning by acting out the dialogue using body language and emotion. 4. The Students will listen to the Sample Dialogue and derive meaning from cognates, previous knowledge, and context. They will then repeat the phrase as tu faim? and oui, jai faim and explore their meaning based on contextual clues (auditory). 5. The Teacher will tell students to use their vocabulary sheets to help write an English translation for the Sample Dialogue they just heard (CFU-model the first line together and write it on the board, ask for classroom agreement using red/green oui/non cards). 6. The Students will write an English translation for the sample dialogue, to be turned in for formative assessment. 7. The Teacher will then use listen and repeat to introduce a few other phrases included on the vocabulary hand-out and within the sample dialogue. The Teacher will introduce Quest-ce que tu veux? Je voudrais or Donne-moi The Teacher will model posing and answering the question Quest-ce que tu veux? Then the Teacher will pose the question to several students while holding up several plastic food choices (eg Quest-ce que tu veux, un hamburger ou un steak?), and then give them the plastic food prop when they answer using a complete sentence. 8. The Students will focus on correct pronunciation in the listen & repeat exercise. They will put their newly learned phrases to use answering the teachers questioning in a complete sentence using either je voudrais, or donne-moi, (auditory, visual) 9. The Teacher will allow for independent practice by introducing 3 Think, Pair, Share exercises. The Teacher will distribute hand-outs and

Hackett 2011 explain the directions for Exercises A, B, and C and check for understanding by having 3 students restate the directions and checking for class agreement using red/green oui/non cards. Exercises A & C will be speaking exercises which the students should practice with the partner sitting next to them. Exercise B will be a written exercise based on pictures that students will write answers to independently, using complete sentences and then share verbally with their partner. 10. The Students will complete 3 Think, Pair, Share exercises with the partner sitting next to them (auditory, visual) (Research-Based Instructional Strategy: Cooperative Learning, face-to-face promotive interaction). 11. The Teacher will walk around the room monitoring student progress, checking for understanding, and offering corrective feedback when necessary. 12. The Teacher will collect the written portion of the 3 exercises, to receive written feedback. Then the Teacher will explain the next activity. The students will use their red/green oui/non cards to practice identifying the genders of the food words. The Teacher will hold up the plastic food prop and state the name of the food item. If the food is masculine, students will hold up the green side of their card, if it is feminine, they will show the red side. (eg: Voici une salade [R]) (CFU-model an example together and tell students to listen for le/la/un/une) 13. The Students will practice differentiating between masculine & feminine food nouns based on what they hear and the visual cues (auditory, visual). 14. As closure, the students will write the answers to exit questions in their Reflective Journals. Students will answer questions: Quest-ce que tu veux manger pour le dner? and Indicate whether the following nouns are masculine or feminine by placing un or une in front of it : salade, sandwich, glace, crpe, steak, croissant, pizza, hot dog Day 3: 1. The Teacher will begin by providing the Bell-Ringer questions: Where do you like to go eat with friends? What types of snacks, breakfast, & lunch foods do you like to eat? on the board, and asking students to copy them down, think independently, and write down two responses in their weekly Bell-Ringer logs. 2. The Teacher will distribute a hand-out containing 3 short Sample Dialogues, as well as a vocabulary list of new phrases. The Teacher will play an audio-tract (or read the dialogues aloud), introducing the phrase as tu soif? oui, jai soif, and vous dsirez? while students follow along on their hand-outs. The teacher will use listen & repeat technique to introduce the phrase as tu soif? and oui, jai soif. The Teacher will then ask students to translate as much of the dialogues to English as they can, using their vocabulary lists to help. 3. The Students will listen to the dialogues (auditory) and write translations to the 3 dialogues in the spaces provided next to each line. These will be collected for formative assessment. 4. The Teacher will use plastic food props (or picture cards) to introduce

Hackett 2011 les boissons (beverages), holding up each prop and using listen and repeat to help students practice pronunciation and vocabulary. 5. The Students will repeat the names of newly learned beverages, focusing on correct pronunciation and using their vocabulary lists and visual cues for assistance (visual, auditory). 6. The Teacher will model asking Quest-ce que tu veux(eg. Un th ou un chocolat chaud?), and answering je voudrais un th. The Teacher will ask several students what they would like to drink, holding up the plastic props and giving them a choice between two items (visual, auditory). The Teacher will then distribute a hand-out with a practice exercise and explain the directions (CFU-have students restate the directions and read the example from the hand-out aloud). 7. With the person sitting next to them, Students will act out the exercise, pretending to order different drinks from a waiter or waitress in a restaurant. One student will play the waiter, and the other the customer ordering the drink pictured on the hand-out. Then the students will switch roles for each question (auditory, visual, kinesthetic). 8. The Teacher will distribute a cultural reading and call on students to read different sections aloud. 9. The Students will read the cultural reading (in English) aloud (auditory). 10. As closure, the Teacher will tell students to write a short paragraph in their Reflective Journals, comparing and contrasting where French and American teens like to go to eat, and what types of foods they like, based on the information from the cultural reading (Research-Based Instructional Strategy: Identifying similarities & differences, comparing & contrasting). 11. Students will write a short paragraph in their Reflective Journals to close the lesson. 12. The Teacher will distribute and explain the 10 Question Homework assignment which will be collected and receive teacher feedback (CFU) 13. If there is still time left in the class period, students may begin working on their homework assignment (Research-Based Instructional Strategy: homework & practice, reinforcing effort). Day 4: 1. As a Bell-Ringer, the Teacher will distribute a hand-out containing sections of an authentic French Menu. The Teacher will tell students to translate as much of the menu as they can to English without the help of their vocabulary lists or dictionaries. They may guess at certain items they have not learned based on contextual clues and their knowledge of cognates (CFU-have 2 students restate the directions & check for class agreement using thumbs up/down). 2. The Students will complete the Bell-Ringer independently, writing their translations on the hand-out. 3. The Teacher will ask for student volunteers to come to the board (or Smartboard) and write a translation for 1 item on the menu. 4. The Students will take turns offering translations or guesses to unknown items and writing them on the board (kinesthetic). 5. The Teacher will distribute the instructions and grading checklist for

Checks for Understanding Label: directions,

Hackett 2011 their Creative Lesson Project #1: Creating a French Menu. The Teacher will explain the directions verbally (CFU-have several students restate the directions & check for class agreement/understanding using red/green oui/non cards). 6. The Students will collect the necessary materials from the supply table and begin working on creating their own French menus (visual, tactile/kinesthetic) (Research-Based Instructional Strategy: Nonlinguistic representations, creating graphic representations). They may look at sample Menus from past years for ideas, but they will not be allowed to take samples to their desks or to copy. 7. The Teacher will walk around the room, checking for understanding and monitoring student progress/behavior. 8. The Students will work independently on their Creative Lesson Project for the majority of the class (visual, tactile/kinesthetic) 9. As closure, the Teacher will collect the menus and then play a quick review game to help students review for their end-of-lesson quiz. The Teacher will hold up plastic food props and ask Quest-ce que cest? calling on different students to answer 10. The Students will review for their end-of-lesson quiz by answering the Teachers questions identifying different food using the visual props (visual, auditory). 11. As homework, the Students will study for their end-of-lesson quiz. They may use the review games on http://www.digitaldialects.com/French.htm, as well as their vocabulary lists and hand-outs to help them. Day 5: 1. The Teacher will allow the Students to study independently for their end-of-lesson quiz for the first 5 minutes of the class. Then the Teacher will distribute the end-of-lesson quiz and explain the directions verbally as students follow along on their quizzes (CFU-answer any questions). 2. The Students will study quietly for 5 minutes, and then complete their end-of-lesson quiz. 3. The Teacher will collect the quizzes and redistribute students Creative Lesson Project Menus for students to work on for the remainder of the class. If students have finished the body of the menu, and wish to go to the computer lab to print pictures to add to the top of their menu, they may take a pass, written at the Teachers discretion. 4. The Students will work on completing their Creative Lesson Project Menus for the remainder of the class. If they have finished, there will be a Menu translation they may work on completing for homework (visual, tactile/kinesthetic). 5. As homework, the students will complete another Menu translation. They may use a dictionary or online dictionary to find the meanings of unknown items. Some items may be regional names and there will not be an exact translation available, so they may describe the dish instead. The Teacher will Check for Understanding By: 1. Clarifying directions in both French and English and modeling examples (directions) 2. Asking Students to restate directions and using thumbs

Hackett 2011 procedures, routines, and/or content (formative) up/down/sideway or red/green oui/non cards to gauge student understanding of directions before beginning an activity (routines) 3. Observing and Listening to students as they listen and repeat new vocabulary words and answer questions about what foods they like or dislike, focusing on correct pronunciation and comprehension of words/phrasing (procedures) 5. Observing student on and off task behavior in the computer lab and assessing their comprehension, application, and analysis of new vocabulary words by observing the online activities on http://www.digitaldialects.com/French.htm (content/formative) 5. Collecting student vocabulary worksheets, in-class assignments, & 10 Question Homework assignment to be given corrective feedback and checked for completion (content/formative) 6. Walking around the room monitoring student progress, answering questions, and giving corrective feedback when necessary (procedures) 7. Collecting the end-of-lesson quiz and Creative Lesson Project to receive a grade and teacher feedback (content/summative) 8. The Teacher will organize a field trip to an authentic French Restaurant (eg. Quiche et Crpe) in order to connect content to real-world application. This will give Students the opportunity to practice ordering food in French and speaking with native speakers. Formative Assessment: Students will participate inListen & Repeat activity and Oral Questioning using Aimes-tu. To practice using French Food vocabulary in a sentence Students will complete a Picture Crossword Bell-Ringer to use visual cues to derive meaning from French Food cognates Students will take a pre-test on French Food / Fruits & Vegetables by completing online Exercises (Listening and Spelling Activities) & Completion of Vocabulary Worksheets on http://www.digitaldialects.com/French.htm Students will write Translations for Sample Dialogues heard in class to gain a larger understanding of how food vocabulary is used in everyday conversations Students will practice using their newly learned vocabulary in Think, Pair, Share activities A, B, C, and hand-in written activity for feedback Students will complete a 10 Question Homework Assignment Students will answer exit questions in their Reflective Journals, to be collected at the end of the day or week, receive feedback, and check for student participation/understanding. Summative Assessment: Students will complete an end-of-lesson quiz, demonstrating their understanding and application of food content Students will complete Creative Lesson Project #1: French Menu, to reiterate newly learned vocabulary and put it into practical use. This project will be used again for the final Unit Assessment skit Au caf

Assessment Type and purpose

(sometimes called evaluation)

Closure

Hackett 2011 At the end of each day, the lesson objectives will be revisited and students will answer exit questions in their Reflective Journals, to be collected by the Teacher and checked for completion/understanding, and provide feedback At the End of the 5 day lesson, the Students will complete a Creative Lesson Project: Creating a French Menu, which will be collected for summative assessment, laminated, and then re-distributed to students at the end of the Unit to be used as a prop for their final assessment skit Au caf. The Teacher will also organize a field trip to an authentic French Restaurant in order to connect content to real-world application. This will give Students the opportunity to practice ordering food in French and speaking with native speakers. 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.

Accommodations and/or Interactions with Support Staff

1. Visual aids will be provided such as plastic food props, pictures to accompany the crossword puzzle, written directions, and computer graphics for visual learners. Directions, teacher input, and questioning will be delivered orally for auditory learners, as well as the auditory vocabulary exercises to be completed on http://www.digitaldialects.com/French.htm. Completing independent technology-based exercises may appeal to visual and tactile/kinesthetic learners, as well as the Creative Lesson Project Menu. Resources/Materials Projector or Smartboard Screen Computer Lab with Internet access and individual headphones or audio Vocabulary Worksheet Props (plastic food) Bell-Ringer Food Crossword Puzzle & Cognate Vocabulary sheet Red/Green Oui/Non cards Food Vocabulary handout Cultural Reading Hand-out In-Class Activities Think, Pair, Share hand-outs (A, B, C) Sample Dialogues Homework Assignments Creative Lesson Project #1 French Menu Grading Checklist Quiz #1 Food Reflective Journals/Exit Questions Authentic French Menu Samples Textbook: Discovering French: Bleu 1 McDougal Littell Time Required 5 days + 20 hours planning time