Daily Lesson Plan Template for World Languages Teacher: Rebecca Langdon Class/level: French 2 Period: 4B Subject: French Date: 4 May 2016 Unit: 1 La Nourriture VA SOLs: FII .1(1), (2),(3) FII.2 (1), (2), (3) FII.3 (1), (2), (3) Goals: ___x__Communications ___x__Culture ___x__Connections _____Comparisons _____Communities Essential Question(s): How do we stay healthy? Unit Learning targets (unit plan) I can identify foods I can categorize foods I can describe a typical meal I can conjugate the verbs: vouloir, pouvoir, devenir I can express likes/ dislikes I can identify quantities I can identify utensils Communicative Modes: __x__Interpersonal __x__Interpretive ____Presentational Daily lesson learning target: I can… Time: Activity: 10 minutes Warm-Up: Speaking activity / Activité parlant 1. Students practice vocabulary from unit packets. (Étudiants pratiquent le vocabulaire en groupe. 2. Avec un partenair(e): Étudiants demandent l’un l’autre questions au sujet du vocabulaire 3. Avec la classe: étudiants demandent l’un l’autre des questions au sujet du vocabulaire Materials: Goals/Modes Unit packets Start students practice speaking in French using new and previously learned vocabulary. Markers, white board. Practice writing, thinking of different categories of vocabulary Model for students. 10 minutes Board splatter: En 4 equipes: écriver les mots en categories différénts. Vocabulaire Verbes Expressions de quantité Developed in collaboration with W & M Foreign Language Education and WJCC World Languages Curriculum & Instruction, School of Education, College of William & Mary Did it work? 10 minutes 10 minutes Activité d’écrit: Journal writing / Formez des questions. 1. Nous achetons du lait à la crémerie. 2. Je voudrais du pain, s’il vous plaît 3. Ils préférent de la viande pour le diner ce soire. 4. Vous faites les courses à midi. 5. Tu vas à la boulangerie pour acheter du pain. Power point- food items: 1.Donnez-moi un mot. (champignon) Donnez-moi un verbe. (manger) Donnez-moi une phrase: (Je mange des champignons) Sentences written on the board. Journals, pens, pencils Students read sentences and form questions based on the statements. Images of food items, “grocery list”, merchant signs. 2. Donnez- moi un mot, (la dinde) Donnez-moi un verbe, (manger) Donnez-moi une phrase. 10 minutes Vendeur/ Client Video form VHL central 15 minutes Activité d’écoute: Au Supermarché Repondez aux questions par des phrases completes: 1. Quels ingredients faut-il pour preparer les crépes de Sandrine? (Pour preparer ses crèpes, il faut des champions, du jambon, du fromage, des oeufs, du lait, du beurre.) 2. Quels ingrédieints faut-il preparer le boeuf bourguignon? ( Du beurre, des carottes, et des ognons) 3. Quels ingredients faut-il pour preparer les crépes de Sandrine? (Pour preparer ses crèpes, il faut des champions, du jambon, du fromage, des oeufs, du lait, du beurre.) 4. Quels Quels ingrédieints faut-il preparer le boeuf bourguignon? ( Du beurre, des carottes, et des ognons) 5. QUels ingredients faut-il à Sandrine pour preparer le poulet et le gratin? (du poulet, de Developed in collaboration with W & M Foreign Language Education and WJCC World Languages Curriculum & Instruction, School of Education, College of William & Mary la crème, des champignons et des pommes de terre) 6. Quelle ingredients est-ce que Valérie mettre pour la salade? (… du thon et des tomates) Back-Up (technology and extension activities): Differentiated Instruction / Adaptations: Ongoing Informal Assessments: Formal Assessments: Reflections on this lesson: ● What went well? ● What didn’t go well? ● How did you get through it? ● What’s possible now? ● What would you do differently? ● Who didn’t learn what you taught and why? ● What are you going to do about it? ● Remarks on student engagement and student learning ● What was your best experience during this lesson – a time when you felt engaged and happy with what was going on? Describe that moment in more detail. ● What values did you hold true to even though it was a tough class? Developed in collaboration with W & M Foreign Language Education and WJCC World Languages Curriculum & Instruction, School of Education, College of William & Mary Lesson planning guiding questions to ask yourself before writing a lesson plan: 1. What will the students know and do at the end of class they cannot do at the beginning? 2. What do the students need from me to be able to show they know and can do it? 3. How am I going to organize/present/manage the lesson? 4. How will students practice what they need to know and do? 5. How will I know that they “got it”? (Assessment) Developed in collaboration with W & M Foreign Language Education and WJCC World Languages Curriculum & Instruction, School of Education, College of William & Mary