French II Lesson Plans (Chapter One)

DAY 1 40-MINUTE LESSON PLAN

standards for foreign language learning

Chapter Opener Cultures 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Connections 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Comparisons 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Vocabulaire à l’œuvre 1 Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Comparisons 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

 

 

 

 

 

 

 

 

 

 

 

 Core Instruction

 

Chapter Opener

    •  (5 min.) Present the Objectifs, p. 4. Include questions under the objectives, p. 4.

Vocabulaire à l’œuvre 1

    •  (5 min.) Present Vocabulaire à l’œuvre 1: Ma famille et mes copains, pp. 6–7. See Teaching Vocabulaire,
p. 6.

    •  (5 min.) Show Télé-vocab 1, DVD Tutor (Disc 1).

    •  (10 min.) Present Exprimons-nous!, p. 7. After presenting them, ask students for answers by prompting with questions from this section.

    •  (5 min.) Have students do Activity 1, p. 8. 1.2

    •  (5 min.) Play Audio CD 1, Tr. 1 for Activity 2, p. 8. 1.2

Wrap-Up

    •  (5 min.) Review vocabulary with students racing to complete questions on Napoleon and his family tree. The first group to correctly answer a question will earn one point. The team with the most points will earn five team points. 1.2

 

Practice Options

    •  Teaching Transparencies: Vocabulary 1.1, 1.2; Situation, Chapter 1  

    •  Interactive Tutor (Disc 1) or DVD Tutor (Disc 1)  

    •  Online Practice, Chapter 1 (go.hrw.com, Keyword: BD2 CH1: Vocabulaire 1 and translate sentences)  

DAY 2 40-MINUTE LESSON PLAN

standards for foreign language learning

Vocabulaire à l’œuvre 1 Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Comparisons 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

 

 

 

 

 

 

 

 

CORE INSTRUCTION

Vocabulaire à l’œuvre 1

    •  (10 min.) Have students put translations of sentences on the chalkboard.

    •  (7.5 min.) Present Exprimons-nous!, p. 9.

Grammaire à l’œuvre 1

    •  (7.5 min.) Present Révisions: The verbs avoir and être and negation, p. 10.

   •   (8 min.) As a class, have students orally do Activity 4, p. 9. 1.1, 1.2

Wrap-Up

    •  (7 min.) Play Sparkle where students will have to stand in a circle and conjugate the two verbs in both the affirmative and the negative. The last student standing that can correctly spell the words will earn five team points.

 

Practice Options

    •  Teaching Transparencies: Bell Work 1.1; Vocabulary 1.1, 1.2; Situation, Chapter 1  

    •  Online Practice, Chapter 1 (go.hrw.com, Keyword: BD2 CH1: Grammaire 1 - Rév.: Être and avoir and study)  

DAY 3 40-MINUTE LESSON PLAN

standards for foreign language learning

Grammaire à l’œuvre 1 Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Communities 5.1: Students use the language both within and beyond the school setting.

 

 

 

 

 

 

 

 

CORE INSTRUCTION

Assessment

    •  (5 min.) Review Vocabulaire à l’œuvre 1, pp. 6–9.

    •  (20 min.) Give Quiz: Vocabulaire 1. See Assessment Program, pp. 3–4.

Grammaire à l’œuvre 1

    •  (8 min.) Play Audio CD 1, Tr. 2 for Activity 7, p. 10. 1.2

Wrap-Up

    •  (7 min.) Distribute dry erase boards. Orally dictate adjectives in the masculine forms. Have students write down the adjective in the feminine form with each group member writing out the word correctly. The group that finishes first will earn five points. The team with the most points will earn five team points.

 

Practice Options

    •  Interactive Tutor (Disc 1) or DVD Tutor (Disc 1)  

   

 

DAY 4 40-MINUTE LESSON PLAN

standards for foreign language learning

Grammaire à l’œuvre 1 Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Comparisons 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Application 1 Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

 

 

 

 

 

 

 

 

 

 

 

CORE INSTRUCTION

Grammaire à l’œuvre 1

    •  (5 min.) Present Flash culture, p. 12. 4.2

    •  (5 min.) Present Révisions: Adjective agreement, p. 12. See Teaching Grammaire, p. 12.

    •  (2 min.) Show Grammavision 1.2, DVD Tutor (Disc 1).

    •  (5 min.) Play Audio CD 1, Tr. 3 for Activity 11, p. 12. 1.2

    •  (5 min.) Have students do Activity 12, p. 12 1.1, 1.2

·   (8 min.) Play Guess Who? where I will orally describe a student in the class in the target language. The first person to correctly identify the subject will earn one team point. The team with the most points will earn five team points.

 

Application 1

    •  (5 min.) Have students orally  do Activity 16, p. 14. 1.3

    •  (5 min.) Present Un peu plus: The adjectives beau, nouveau, vieux, p. 14. See Teaching Un peu plus, p. 14.

Practice Options

    •  Interactive Tutor (Disc 1) or DVD Tutor (Disc 1)  

    •  Online Practice, Chapter 1 (go.hrw.com, Keyword: BD2 CH1: Grammaire 1 - Rév.: Adjective agreement, Application 1 - Rév.: The adjectives beau, nouveau, vieux and study)  

DAY 5 40-MINUTE LESSON PLAN

standards for foreign language learning

Application 1 Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Connections 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

 

 

 

 

 

 

 

 

 CORE INSTRUCTION

Assessment

    •  (5 min.) Review Grammaire à l’œuvre 1, pp. 10–13.

    •  (20 min.) Give Quiz: Grammaire 1. See Assessment Program, pp. 5–6.

Application 1

    •  (15 min.) Have students do Activities 17 and 20 with a partner, pp. 14–15. Distribute Actors Description WS for each pair. With time remaining, have students read their descriptions aloud and allow others to guess their celebrity. 1.1, 1.2, 1.3

DAY 6 40-MINUTE LESSON PLAN

standards for foreign language learning

Culture Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Cultures 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Cultures 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Connections 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Comparisons 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Communities 5.1: Students use the language both within and beyond the school setting.

 

 

 

 

 

 

 

 

 

 

 

CORE INSTRUCTION

Warm-Up

    •  (5 min.) Review Application 1, pp. 14–15.

Assessment

    •  (5 min.) Review the rules for the Big BANGS Theory. Have students teach this concept to each other. Check for accuracy.

·   (10 min.) Distribute adjectives on slips of paper. Put up five brown paper bags, each representing a letter of BANGS. Have students sort the slips into each bag, throwing away any adjective that would not fall in a bag. The team with the most correct answers will win five team points. Should a team put an incorrect slip in a bag, the team will lose one point.

Culture

    •  (10 min.) Present Culture appliquée: La cursive, p. 16. See Culture appliquée (TE), p. 16. 2.1, 2.2

    •  (10 min.) See Connections, p. 17. 3.1

DAY 7 40-MINUTE LESSON PLAN

standards for foreign language learning

Vocabulaire à l’œuvre 2 Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Cultures 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Comparisons 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

 

 

 

 

 

 

 

 

CORE INSTRUCTION

Vocabulaire à l’œuvre 2

    •  (10 min.) Present Vocabulaire à l’œuvre 2: Après l’école, nous aimons..., pp. 18–19. See Teaching Vocabulaire, p. 18.

    •  (5 min.) Show Télé-vocab 2, DVD Tutor (Disc 1).

    •  (5 min.) Present Exprimons-nous!, p. 19. Ask questions using expressions to see what students do.

    •  (5 min.) Have students do Activity 22, p. 20. 1.2

    •  (5 min.) Play Audio CD 1, Tr. 4 for Activity 23, p. 20. 1.2

OPTIONAL RESOURCES

    •  (10 min.) Multiple Intelligences, p. 19 Modify the activity by having a French menu already printed out where students will have to convert the price from euros into other monies of the world. For each question, the group that comes the closest will earn one team point. The team with the most points will earn five team points. 1.1

Practice Options

    •  Online Practice, Chapter 1 (go.hrw.com, Keyword: BD2 CH1: Vocabulaire 2 and translation of questions only)  

DAY 8 40-MINUTE LESSON PLAN

standards for foreign language learning

Vocabulaire à l’œuvre 2 Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Comparisons 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Grammaire à l’œuvre 2 Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Comparisons 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

 

 

 

 

 

 

 

 

 

 

 

 

 

CORE INSTRUCTION

Vocabulaire à l’œuvre 2

    •  (5 min.) Present Exprimons-nous!, p. 21. See Teaching Exprimons-nous!, Ask students how often they do certain activities. p. 20.

Grammaire à l’œuvre 2

    •  (10 min.) Present -er verbs and En anglais, p. 22. See Teaching Grammaire, p. 22. 4.1

    •  (5 min.) Have students orally do Activity 27, p. 22. 1.2

OPTIONAL RESOURCES

    •  (10 min.) Multiple Intelligences; make sure that students are given survey sheets. p. 21 1.1

·   (10 min.) Play Pictionary where students have to draw the action verb taking into consideration that the correct answer must also include the proper subject pronoun and verb conjugation of regular er verbs.

Practice Options

    •  Online Practice, Chapter 1 (go.hrw.com, Keyword: BD2 CH1: Grammaire 2 - Rév.: -er verbs)  

DAY 9 40-MINUTE LESSON PLAN

standards for foreign language learning

Grammaire à l’œuvre 2 Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Comparisons 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

 

 

 

 

 

 

 

 

CORE INSTRUCTION

Assessment

    •  (20 min.) Give Quiz: Vocabulaire 2. See Assessment Program, pp. 9–10.

OPTIONAL RESOURCES

    •  (10 min.) Advanced Learners, p. 23 Expand this activity where the students must secretly write their expression where I will collect them and ask the class about the identity of the writer. If a team correctly identifies the person, it will receive one point. The team with the most points will earn five team points.   1.3

differentiated ASSESSMENT

    •  Differentiated Practice and Assessment CD-ROM, Quiz: Vocabulaire 2, pp. 9–10   

DAY 10 40-MINUTE LESSON PLAN

standards for foreign language learning

Grammaire à l’œuvre 2 Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Comparisons 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Application 2 Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

 

 

 

 

 

 

 

 

 

 

 

 

 

CORE INSTRUCTION

Grammaire à l’œuvre 2

    •  (5 min.) Present Flash culture, p. 24. 4.2

    •  (5 min.) Present -ir and -re verbs, p. 24. See Teaching Grammaire, p. 24.

    •  (5 min.) Play Audio CD 1, Tr. 5 for Activity 31, p. 24. 1.2

    •  (5 min.) Have students orally do Activity 34, p. 25. 1.1, 1.2, 1.3

Application 2

    •  (5 min.) Play Audio CD 1, Tr. 6 for Activity 36, p. 26. 1.2

    •  (5 min.) Have students do Activity 37, p. 26. 1.3

·   (10 min.) Have T-races where students will individually come up the board and have to conjugate a verb in all forms. The student that is the first to correctly conjugate all forms will earn one team point. The team with the most points will earn five team points.

Practice Options

    •  Interactive Tutor (Disc 1) or DVD Tutor (Disc 1)  

    •  Online Practice, Chapter 1 (go.hrw.com, Keyword: BD2 CH1: Grammaire 2 - Rév.: -ir and -re verbs)  

DAY 11 40-MINUTE LESSON PLAN

standards for foreign language learning

Application 2 Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

 

 

 

 

 

 

 CORE INSTRUCTION

Assessment

    •  (20 min.) Give Quiz: Grammaire 2. See Assessment Program, pp. 11–12.

Application 2

    •  (5 min.) Present Un peu plus: Verbs like dormir, p. 26. See Teaching Un peu plus, p. 26.

    •  (10 min.) Have students do Activities 38 (orally) and 39 (39 with partner), pp. 26–27. 1.1, 1.2, 1.3

·   (5 min.) Have each person create their own ir verb like dormer, including conjugation and meaning. Each word should also be used in a complete sentence. Have each group pick their favorite two to turn in. I will read the verbs, their conjugations, and their sentences. The class will vote for the funniest which will earn five team points.

Practice Options

    •  Online Practice, Chapter 1 (go.hrw.com, Keyword: BD2 CH1: Application 2 - Rév.: verbs like dormir and translation)  

differentiated ASSESSMENT

    •  Differentiated Practice and Assessment CD-ROM, Quiz: Grammaire 2, pp. 11–12   

DAY 12 40-MINUTE LESSON PLAN

standards for foreign language learning

Télé-roman Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Cultures 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Connections 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

 

 

 

 

 

 

 

 

CORE INSTRUCTION

Télé-roman

    •  (10 min.) Show Télé-roman, DVD Tutor (Disc 1). See Teaching Télé-roman, p. 28. 1.2

    •  (5 min.) Have students orally answer the As-tu compris? questions, p. 29. 1.2

OPTIONAL RESOURCES

    •  (5 min.) Gestures, p. 28  2.1

·   (20 min.) Play “Le Secret de la statuette” where students in cooperative learning groups will have to answer questions based off of current vocabulary and grammar concepts (conjugations of all types of regular verbs) orally. Should the group correctly answer the question, it will receive a token (stone from the point container). The point of the game is not to earn the most points, but to use the tokens in order to guess the secret. (The secret is that the points are located under the statuette.) The group to correctly guess the secret first will earn ten team points. In order for students to guess the secret, the following scoring system will be used:

o    +1 token for correctly answering a question

o    -2 tokens to ask a question about the location of the secret

o    -5 tokens to try to solve the location of the secret

o    -5 tokens to penalize a team -3 tokens

·   DAY 13 40-MINUTE LESSON PLAN

standards for foreign language learning

Lecture et écriture Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Connections 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Comparisons 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

 

 

 

 

 

 

 

 

 CORE INSTRUCTION

OPTIONAL RESOURCES

    •  (5 min.) Comparisons, p. 31 4.1

    •  (10 min.) Slower Pace Learners (jigsaw), p. 31  1.2

Lecture et écriture

·   (15 min.) See Teaching Lecture, p. 30. Have students read their sections as well as their interpretations aloud. Have the students discuss differences of interpretations. Then, have students orally complete exercises B and C, p. 32.  1.2, 3.1

 

Practice Options

    •  (10 min.) Have students create a poem about an object or a person that takes its shape. The minimum requirements for this poem include the following: five sentences with a minimum of six words per sentence, no color, the poem must take the shape of its subject, grammatical accuracy. Give students an example at the following address: http://www.google.com/imgres?imgurl=http://2.bp.blogspot.com/_7IFl5cKfF1s/S_QqDiX5vuI/AAAAAAAAANo/v-NXR0vDC7Y/s1600/P1010869.JPG&imgrefurl=http://froggyval.blogspot.com/2010/05/year-9-comes-up-trumps.html&usg=__Q5KyneESe21ouXJgZgaYjghA5Ss=&h=1200&w=1600&sz=233&hl=en&start=0&tbnid=vTOI66anX9XNqM:&tbnh=150&tbnw=214&prev=/images%3Fq%3Dshape%2Bpoetry%2Bin%2Bfrench%26um%3D1%26hl%3Den%26biw%3D1259%26bih%3D604%26tbs%3Disch:1&um=1&itbs=1&iact=hc&vpx=595&vpy=315&dur=905&hovh=194&hovw=259&tx=146&ty=140&ei=CiVsTNqQAYT7lwfolYmYAQ&oei=zyRsTKzIH8T58AavqPidCw&esq=14&page=1&ndsp=18&ved=1t:429,r:15,s:0

 

DAY 14 40-MINUTE LESSON PLAN

standards for foreign language learning

Lecture et écriture Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Prépare-toi pour l’examen Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Cultures 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Comparisons 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

 

 

 

 

 

 

 

 

 

 

 

CORE INSTRUCTION

Prépare-toi pour l’examen

    •  (15 min.) Have students orally do Activities 1–4 and listen to activity 6, pp. 34–35. 1.2, 1.3, 2.1

 

OPTIONAL RESOURCES

    •  (10 min.) Reteaching, p. 34 Have pictures readily available of five celebrities that the students could describe by giving their names, ages, physical descriptions, and activity in complete sentences in the target language.

Practice Options: Lecture et écriture

    •  (15 min.) Student Edition, Variations littéraires, pp. 382–383  

review Options: Prépare-toi pour l’examen

    •  Online Practice, Chapter 1 (go.hrw.com, Keyword: BD2 CH1: Chapter Test (not 1B) and Cumulative Self Test)  

DAY 15 40-MINUTE LESSON PLAN

standards for foreign language learning

Prépare-toi pour l’examen Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Révisions cumulatives Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Cultures 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Connections 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

 

 

 

 

 

 

 

 

 

 

 

 

 

CORE INSTRUCTION

Prépare-toi pour l’examen

    •  (20 minutes) Using the Teacher CD, play Quiz Show, Chapitre 1. Have students play in teams of two groups versus two groups. The winning groups will move on to the telephone game at the end of the period.

Révisions cumulatives

    •  (5 min.) Play Audio CD 1, Tr. 14 for Activity 1, p. 38. 1.2

Wrap-Up

    •  (10 min.) Play Game Téléphone, p. 36. 1.1

·   (5 min.) Review the format of the test that will take place during the following period of instruction.

 

practice Options: Révisions cumulatives

    •  Media Guide, pp. 1–4, 46–47  

    •  Cahier d’activités, pp. 9–10, 102–103   

    •  Teaching Transparencies: Fine Art, Chapter 1  

    •  Interactive Tutor (Disc 1) or DVD Tutor (Disc 1)  

    •  Online Practice, Chapter 1 (go.hrw.com, Keyword: BD2 CH1)  

DAY 16 40-MINUTE LESSON PLAN

CORE INSTRUCTION

Assessment

    •  (40 min.) Give the Chapter Test, Assessment Program, pp. 17–22. You may also choose from other modes of Assessment listed below.

differentiated ASSESSMENT

    •  Differentiated Practice and Assessment CD-ROM, Chapter Test, pp. 17–22   

    •  Assessment Program, Speaking Test, p. 317  

    •  Assessment Program, Alternative Assessment, pp. 343, 355, 365  

    •  Test Generator, Chapter 1  

    •  Interactive Tutor (Disc 1) or DVD Tutor (Disc 1)  

    •  Online Assessment, Chapter 1 (my.hrw.com)