Observation 2: En Pleine nature et le subjonctif High School French III

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1 Kathryn Steele Prof. Pamela Smart-Smith EDCI 5754 March 10, 2011 Observation 2: En Pleine nature et le subjonctif High School French III STAGE 1: IDENTIFY DESIRED RESULTS: What will learners know and be able to do by the end of the lesson? A. Context/ Theme/ Topic/ Big Idea : The theme of this unit focuses on nature; specifically, wild animals and extreme sports. The culture element brings in information on the Louisiana bayous and other francophone nature reserves; fauna and flora are present throughout the unit. The big idea of this unit is to learn how to describe and react to nature, to express fear and astonishment (in reaction to nature, for example), to give warnings and forbid (to understand a park s rules and hazards, for example), and to offer encouragement and complain (during a hike, for example). B. Objectives: Learners will be able to 1. Identify vocabulary words from photos and pictures (Communication 1.2). 2. Read and recognize the use of different tenses and sentence constructions in a French newspaper article (FIII.3, Communication 1.2). 3. Employ the subjunctive in discussion (FIII.1, Communication 1.1). 4. Express fear using the subjunctive (FIII.1, Communication 1.1). 5. Comprehend a short video explaining the importance of the Camargue nature preserve and identify familiar animals and types of terrain (FIII.3, Communication 1.2). 6. Create their own public service announcement using fear expressions and the subjunctive and a Flip Video Camera (FIII.5, Communication 1.3). 7. Participate in a grammar game to practice the subjunctive (FIII.3, Communication 1.2). C. Grammar/ Vocabulary: The vocabulary will primarily consist of names for wild animals, expressions of astonishment and fear, and expressions for warning or forbidding. The later part of this unit will also include vocabulary for extreme sports, for giving directions, complaining phrases, and expressions for encouragement. The primary grammar point for this lesson will be using the subjunctive and the new verb craindre (to fear). Later on in the unit, the grammar component will include differentiating between verb synonyms and idiomatic expressions. D. Goal Areas/ Standards: Virginia SOLs: FIII.1 The student will engage in original and spontaneous oral and written communication in French. 1. Express own opinions, preferences, and desires, and elicit those of others. 2. Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and nonprint French sources.

2 FIII.3 The student will comprehend spoken and written French presented through a variety of media and based on new topics in familiar and unfamiliar contexts. 1. Identify main ideas and pertinent details when listening to or reading materials. 2. Understand culturally authentic materials that present new and familiar information. FIII.5 The student will present in French student-created and culturally authentic stories, poems, and/or sits. 1. Produce well-organized spoken and written presentations appropriate to the type of audience and the purpose of the presentation. 2. Use appropriate verbal and nonverbal presentational techniques, including visual aids and/or technological support. Standards for Foreign Language Learning: Interpersonal Communication 1.1 Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions. Interpretive Communication 1.2 Students understand and interpret spoken and written French on a variety of topics. Presentational Communication 1.3 Students present information, concepts, and ideas in French on a variety of topics to an audience of listeners or readers. E. Learners: Students (all upperclassmen) have diverse levels of proficiency, although all are upper-level (French III). Students have learned most tenses and have been recently introduced to the subjunctive mood. In the previous unit, students worked with the subjunctive in situations of doubt, emotion, wanting, and obligation. F. Materials: ActivBoard Laptops (issued by the school) for access to newspaper article online, located at this address: Paper, writing utensil Video of Camargue, located at this address: Flip Video Camera Demado, J., Champeny, S., Ponterio, M., & Ponterio, R. (2007). Bien dit!- French 3. New York: Holt McDougal. [Used for reference.] STAGE 2: DETERMINE ACCEPTABLE EVIDENCE: What evidence will show that learners have produced desired results? Formal assessment: Public Service Announcement Video (see attached scoring guide). Students will create a video talking about the environment and using the subjunctive and fear expressions. Informal assessment: Circulating the room and listening for students use of French, informally assessing comprehension and language difficulties.

3 STAGE 3: PLAN LEARNING EXPERIENCES: What instructional activities are part of this lesson? A. What will learners do? Students will play Pictionary in teams on the ActivBoard to review vocabulary, using oral/ written language and visuals. Students will write their vocabulary on mini white boards (Obj. 1). Students will read aloud the article Les insectes peinent à rentrer au menu des Européens from Le Figaro (French newspaper). Students will highlight usage of the subjonctif, the conditionnel, the futur, and the plus-queparfait. Students will also recognize usage of the pronouns qui and que. In groups, students will discuss the article in French using guiding questions (provided by myself) and will formulate fear expressions to summarize the article. Students will watch the Camargue video, noting animals or natural phenomena they recognize. In groups, students will brainstorm possible obligations, using the subjunctive, for protecting the environment. Students will work in pairs or triads to create a public service announcement to talk about the environment using the subjonctif and fear expressions. They will film their PSAs with the Flip Video Camera. B. What will I do? I will explain and monitor the Pictionary game to review vocabulary, prompting students to use oral language and write their words on the mini white boards. I will introduce the newspaper article and prompt students to read it aloud. I will prompt students to highlight the usage of the subjonctif, the conditionnel, the futur, and the plus-que-parfait. I will also point out usage of the pronouns qui and que. I will prompt students to discuss the article in French by providing some guiding questions; I will also prompt students to formulate fear expressions to summarize the article. As students discuss, I will circulate the room, informally assessing comprehension of the article through listening to the students discussions. I will bring the class back together and write their fear expressions on the board as a way of assessing their comprehension of the article and of the usage of the subjunctive. I will show students the Camargue video and prompt them to notice animals and natural phenomena. I will prompt students to brainstorm possible obligations, using the subjunctive, for protecting the environment. I will explain the public service announcement video assignment, and monitor students working by circulating the room and observing progress. STAGE 4: REFLECT ON LESSON EFFECTIVENESS: How effective was this lesson? A. Did I achieve my lesson objectives? How do I know? I believe I achieved most of my objectives. Students were able to read and comprehend the main ideas of the newspaper article, and went through the discussion questions actively. Students were also able to form sentences using the subjunctive after the reading, showing some development in their understanding of its use.

4 B. What worked especially well and why? I think the Pictionary review game at the beginning worked especially well, because the students enjoyed drawing on the ActivBoard and moving around a bit. The students also seemed to enjoy discussing the article, as the subject matter was interesting and connected to the content of the current chapter on nature in their textbooks. Several of the students were planning creative approaches to their public service announcement assignment, and I am excited to see what they have planned when we film next week. C. What would I change if I were to teach this lesson again? If I taught this lesson again, I would incorporate a pre-reading strategy before going into the article, in addition to writing unfamiliar vocabulary on the board and giving a brief introduction. While the students read, I might ask questions after each paragraph to assess comprehension during reading, and I might also add more discussion questions to my postreading list.

5 Questions pour la discussion: Les Insectes sur le menu Français 3 Selon l article, pourquoi est-ce que la consommation des insectes est bénéfique pour l environnement? Est-ce qu il y a des risques en mangeant les insectes? Pourquoi ou pourquoi pas? Quels sont les obstacles en face de l argument pour les insectes comme les aliments? Comment est-ce qu on commercialise la nourriture faite des insectes actuellement? Est-ce qu il y a vraiment un marché pour cela? Maintenant écrivez plusieurs phrases complètes en employant le subjonctif et les expressions de peur/ de crainte pour résumer l article.

6 Scoring Guide : Environmental Public Service Announcement Français 3 Criterion: Points: - Use of vocabulary from Chapter 5/ nature vocabulary 10 - Use of subjunctive 10 - Use of fear expressions (avoir peur or craindre) 10 - Cinematography (in frame, steady filming) 5 - Equal participation of group members 5 - Creativity 5 - Meets time requirement (about 2 minutes) 5 Total possible points: 50

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