Winokur+GLT2+Plans

=**Unit Plan Ideas for GLT2**=

 //**Le week-end, enfin!**// -- Lessons 7+8 of Unit 2 -- pp. 122-127 and 132-137  -- November 10-21
 * =¨ Unit info=

 Students will be able to describe things that they did over the past weekend in the **//past tense//** 
 * =¨ Language objective ¨ =

Students will compare the //**weekend activities**// of France and Québec with the weekend activities in America
 * =Content objective=


 * =MI standards that apply=

 1.1.N.SL.h – Exchange information in French on familiar topics such as personal interests, memorable experiences, school activities, and family life 1.1.N.RW.h – Exchange information in writing in French on familiar topics such as personal interests, memorable experiences, school activities, and family life  2.1.N.F.b – Describe daily routines in the French culture (concept of time, typical activities, etc.)¤ 4.2.N.b – Identify basic differences and similarities in grammatical structures between English and French
 * =¨ Assessment=

Homework: Activity Packet Lesson 7+8, Workbook pages for Lesson 7+8 Quizzes: Quiz Lesson 7 BUA: Unit test Lessons 5-8

¨ ¤ Students are working toward their BUA (Benchmark Unit Assessment) with writing, speaking, listening, and reading sections for chapters 5, 6, 7, and 8. In order to prepare them for the BUA which is required for all French programs in the district at this level, the assessments for lessons 7 and 8 will be formatted similarly to the BUA (with writing, listening, and reading sections). Speaking activities that reflect the exam speaking section will be done in class. ¨
 * =Goals for the week and learning activities¤ =

A. Learn to conjugate "voir" (to see) B. Learn the irregular past participles "eu, été, fait, mis, pris, vu" (had, been, did, put, took, seen) > B- Around the world VERB style (I call a subject and hold up a verb card, they give me the passé composé)
 * Week 1**: Lesson 7 (p. 122-127):
 * Monday** (quiz for previous lesson in beginning of class)
 * A- Group verb races with whiteboards

C. Learn to use "quelqu'un, quelque chose, ne personne, ne rien" (someone, something, no one, nothing) D. Learn the passé composé of the verb "aller" (their first "être" auxiliary)  E. <span style="background-color: rgb(225, 0, 255)">Help! Learn more vocabulary for expressions of time (now, before, after, yesterday night, last weekend etc.) > D- Explanation/recitation, then textbook activity 6 on page 125 (guided speaking with a partner), then call on students afterwards to check > E- Pronunciation run-through -- <span style="background-color: rgb(225, 0, 255)">Any ideas for an activity here?
 * Tuesday**
 * C- Explanation/recitation, then textbook activity 5 on page 124 (guided speaking with a partner), then call on students afterwards to check

-Homework check for lesson 7 -Review activities which incorporate ABCDE -Practice quiz
 * Wednesday** (Short Classes)


 * Thursday:** (No school for students)

Lesson 8 (p.132-137) -Quiz lesson 7 -Start lesson 8 F. Learn to conjugate "sortir, partir, dormir" (to go out, to leave, to sleep)
 * Friday**
 * F- Pronunciation and read along in textbook, point out key tips - Group verb-races with whiteboards


 * Week 2**
 * Monday**

G. Learn the passé composé for "être" verbs -- discuss past participle+subject agreement H. <span style="background-color: rgb(225, 0, 255)"> Learn the list of verbs conjugated with "être" and their past participles I. Learn the expression "il y a" for time expressions ("il y a une heure" = an hour ago) > H- Listen and repeat (pronunciation) to learn the special verbs that use être in passé composé > I- Recitation to teach "il y a" (ago) - then, partner speaking activity 10 from textbook on page 137. > G/H/I- Writing activity --> groups to the whiteboard, time to brainstorm before running to the board to race other groups<span style="background-color: rgb(225, 0, 255)"> (translate sentences that I say into French)
 * G- Recitation to teach agreement with être verbs in passé composé

Lesson 8 homework due Lesson 8 review activities Lesson 5, 6, 7, 8 review activities Listening/Speaking activities with textbook audio DVD and workbook
 * Tuesday**

Practice BUA
 * Wednesday**

Speaking BUA (Lessons 5, 6, 7, 8) Lab day - individual study time on computers
 * Thursday:** Benchmark Unit Assessment

Writing BUA
 * Friday****:** Benchmark Unit Assessment

Monday** Finish up any speaking BUAs and make-ups
 * Week 3

Watch a cultural movie in French that students will enjoy - possibly do a fun activity relating to Thanksgiving
 * Tuesday**

Day 2 of cultural movie in French
 * Wednesday**


 * ) THANKSGIVING BREAK :)**

<span style="color: rgb(148, 182, 210); position: absolute; left: -3.55%; top: 0.39em"> I feel like the students have to learn so much material in such a short amount of time. It doesn't seem like the BUA schedule really allows for mastery of the subject. It also doesn't feel to me like there is a lot of time to play around with the material (make it come to life), because in 50 minute classes (and with the 4-day week, short Wednesday, and lesson 6 quiz on Monday during the week to teach lesson 7) there is only so much time for instruction, listening practice, homework checking, question answering, all of that, not to mention some useful practice with the language. Do you have any ideas of how to make this material more exciting for students, while still preparing them for their BUAs (teaching to the assessment)?
 * =Questions/concerns=

Also, for lesson 7, goal E, there is a lot of vocabulary dealing with time expressions, a lot of which students already know. Can you think of a fun activity using these kinds of words (now, today, this morning, this afternoon, tonight, Monday, this weekend, this week, this month, this summer, last Monday, before, yesterday yesterday morning, after, tomorrow, tomorrow morning, next Monday, next summer, etc.)?

=Feedback= Yes - I've been thinking about how learning might be enhanced with such demands on the curriculum that are out of your control. One idea I've had is to tie the lessons together with a theme. Then at least you could contextualize the language of practice within a certain theme and hopefully, be able to recycle language rather naturally. So perhaps the theme is a trip to Quebec -- perhaps for lesson 7, goal E, the context could be actually creating an itinerary for a trip. Or perhaps you could add a crazy twist like on the trip you found yourself at the scene of a burglary and now you're being interrogated to prove your innocence. . . Other ideas: an info gap activity where students try to figure out when someone was someplace - like a mystery, scheduling things -- appointments, social time, etc., making some kind of "self-improvement" chart -- e.g. "yesterday I didn't exercise, but next week I'm going to every day in the evening." (O.k. it's very late and my brain is fried! But hopefully, you get what I'm trying to say.) The general principle is to figure out what all these practice activities are preparing students to do beyond take the test. What is the performance? (Since you're so tight on time, the performance doesn't have to be something time consuming -- just something that lets the students show off what they can do.) Also, this context can help you figure out how to teach the grammar in a contextualized way. I would be careful about spending too much time conjugating verbs out of context -- a little of this is fine as a skill building activity (practicing scales on the piano), but they also need exposure to the verbs correctly conjugated in written and spoken texts, and they need to sense that grammar is tied up with communication. user:Anny1

For pronunciation, there may not be anything super fun or exciting, but repeating the pronunciation after you is always helpful. Remember, repetition is what is going to make it stick. You could even have THEM come up with something to help them remember the pronunciation. For example, I remember a language class I had in elementary school where to learn the numbers 1-10 in Japanese, we learned this ridiculous song that was just words that kind of sounded like the pronunciation in order to remember it. (I can sing it for you later if you want). So giving them a model of what you want them to do, and then assigning pairs a different word or phrase (depending on how many you have) and having them present it to the class. Practicing those everyday would be helpful. I like Anny's idea for the "self-improvement chart." That's a great way to learn and practice that type of vocabulary. user:maestraH