Plan+de+Lecon

Unit Introduction * Unit Web * Final Project * Daily Schedule * Comment Page = = =*** //Monday, Day 11 Lesson Plan//  //- Francais I - Le Temps libre// ** *=


 * Title: ** French Adverbs for Free-Time Activities


 * Level: ** French I, high school


 * Description: ** This lesson will introduce adverbs - both regular and irregular - while incorporating much of the vocabulary and grammar that the students have used thus far in the unit, giving them again more practice with word recognition and oral skills. This activity uses a lot of video presentations, and should be relatively engaging.

- Introduce adverbs (how to form regular adverbs and some irregular adverbs). - Do an activity to practice this concept. - SHOW AN EXAMPLE VIDEO PRESENTATION FOR THE FINAL PROJECT. - Give students 20 minutes for students to work on the video presentations. 


 * Rationale: ** This plan is meant to help students understand the concepts of regular and irregular adverbs (-ment is like our -ly adverbs, "mal" and "bien" are irregular like "well" which doesn't have a normal ending). This should also give students a chance to practice writing in the target language. Watching the example video for the final project is meant to give students confidence, motivation, and inspiration to do their own presentations. The 20 minutes for students to work in their groups at the end of class should make them feel more prepared for the final. This lesson will build language proficiency that is mostly in the writing and listening areas.


 * Objective: ** (1) Understand adverb construction (2) Be able to place adverbs correctly in sentences (3) Be able to correctly write phrases, on their own, using adverbs (4) Understand directions, etc., in the target language (5) Feel more prepared/inspired for their final projects

1.2.N.L.b: Understand French language pertaining to leisure and school activities, weather, location, and new grammar structures like adverb construction/placement 3.1.N.a: Reinforce previously learned content knowledge through the target language 4.2.N.b: Identify basic differences/similarities in grammatical structures between English and French 5.2.N.a: Willingly use French within the classroom setting 
 * Standards: **
 * Materials: **Students will need to have paper and a pencil, and they will need to be actively participating in class activities and discussions. Teacher must have video clips to demonstrate verbs with their adverbs and an example video of the final project presentation.
 * 50-Minute Timed Activity Plan: **

1. **[3 min]** Start off class with a casual discussion to get students thinking in the target language. Since this is a Monday, let's talk about our weekends. 2. **[5 min]** Open up to page ___ in the book: Adverb lesson. Have volunteers read different passages and examples from this page. Make sure to discuss placement of adverbs in French (You played well = //you (did) well play// ... He slowly walked = //He walked slowly//) 3. **[10 min]** ACTIVITY: --- Each student gets out a sheet of paper and a pencil/pen/marker --- Students number paper 1-10 --- Teacher plays VIDEO CLIPS that demonstrate verbs with adverbs (A man WALKS SLOWLY; a woman PLAYS BASEBALL WELL; a child PLAYS VIDEO GAMES QUICKLY, etc.) --- With each video clip, teacher gives students 2 options for the verb, and the adjective that the students must turn into an adverb (slow=adj, slowly=adverb). Placement in the sentence is not given. --- Students must write down a sentence for each video clip. 4. **[5 min]** After students have written down their sentences, 10 students are called to the board where each student writes down 1 sentence. Correct these as a class, staying in the target language.

5. **[2 min]** Remind students about the final project. Take any questions. Prepare students to watch the example video! 13. **[5 min]** Show an example video presentation. 14. **[20 min]** Give students 20 minutes to work on their final projects

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