Beatrice Hersh-Tudor

Lesson Plan

French

Topic: Les Vtements (Clothing) Standards: Include content area and ISTE NETS for Students standards. o New York LOTE Standards: Standard 1: Students will be able to use a language other than English for communication. Performance Indicators: Students will be able to comprehend language consisting of simple vocabulary and structures in face-to-face conversation with peers and familiar adults Students will call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning from a language other than English o ACTFL Standards: Communication Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Communication Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Comparisons Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. o ISTE NETS for Students Standards: 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. process data and report results 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation b. plan and manage activities to develop a solution or complete a project c. collect and analyze data to identify solutions and/or make informed decisions d. use multiple processes and diverse perspectives to explore alternative solutions Lesson Objective(s): The students will be able to identify various items of clothing and personal accessories. They will be able to say what they and their partner are wearing.

Beatrice Hersh-Tudor

Lesson Plan

French

They will be able to do this using the verb porter (to wear) and the subject pronouns. They will connect this to the previous lesson, weather, by describing what to wear in different weather conditions. Introduce the Learning Activity: o After greeting the students, I will describe what I am wearing. I will then say that the goal of the lesson is for students to be able to do the same. o The motivator will lie in the fact that this is a mostly student led exercise and that students will be able to apply the knowledge to themselves by describing what they are wearing. This makes the information useful and applicable. Provide Information: o I will begin my inviting students to my website, student.plattsburgh.edu/bhers001, where they will find the website www.digitaldialects.com/french on the resources page. They will click on the Clothing link and we will go through the vocabulary together so that we can practice pronunciation. The online activity is soundless, so the students will repeat after me for proper pronunciation. o Vocabulary to be addressed: Clothing: la chemise, le pantalon, la jupe, la chaussette, la veste, le chapeau, la botte, la ceinture, le manteau, le gant, lcharpe, la casquette, la cravate, la chaussure, la robe, les jeans, le tee-shirt, le parapluie. o After practice, which is described below, the verb porter is introduced briefly. I will write the personal pronouns on the whiteboard (je, tu, il/elle/on, nous, vous, ils/elles) and have a student come up and conjugate the verb. Because it is an er verb, the students (ideally) will have already learned it. I will be asking a student who will be sure to know it. Practice follows. Provide Practice: o Students will then play the game portion of the Clothing activity on DigitalDialects.com. o Once they have finished, I, the teacher, will then start the game and go over a few of the items to make sure students were attentive and participating if I was unable to reach them while walking around the room. o I will then re-introduce the verb porter. Practice will include students pairing up and describing what the other person is wearing. Ex: Sarah porte un pantalon et une chemise. If this lesson comes after the weather lesson, they will describe what to wear in certain weather situations. Students will need to be reminded that le=un, la=une, and les= des. Provide Knowledge of Results: o I will choose various students to describe to the class what their partner is wearing. Corrections will be made to spoken statements if necessary, but not all mistakes will be corrected, only those which pertain to knowledge gained in this lesson.

Beatrice Hersh-Tudor

Lesson Plan

French

o Written feedback will be provided on their homework assignment, where they will also have written some of the verbal work they did in class. Review the Activity: o When going over the homework assignment, students will be reminded of the material. I will give examples of what is expected, prompting students to complete the sentences if there is time. Ex: Sil neige, on porte un manteau et des bottes (If it snows, one wears a coat and boots). Method of Assessment: o The students spoken statements, describing what they or their partner is wearing, will be a form of assessment. I may not have time to ask every student in the room, but the lesson will be reviewed at the beginning of the next class and any students who were missed this class will be chosen then.
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A homework worksheet (crossword puzzle and writing exercise paragraph using the vocabulary to describe what to wear in certain weather conditions) will be provided for the students to hand in the next class.