Daily Lesson Plan Middle School Grade 6, Level 2-3

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1 Kathryn Steele Dr. Judith Shrum EDCI 5724 October 25, 2010 Daily Lesson Plan Middle School Grade 6, Level 2-3 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 : Lesson is focused on reading and understanding La Fontaine s fable La cigale et la fourmi, such that students will be able to identify story structure and moral lessons both in this context and in real-world interactions. B. Objectives: Learners will be able to Deconstruct and summarize the fable La cigale et la fourmi into a sequence of events. Discuss the characteristics of each character in the story in the target language. Identify the connection between the product (the fable), the practice (telling stories with moral lessons), and the perspectives behind these. Create and perform a dramatization of a fable, choosing among : La cigale et la fourmi, La Fontaine s other fables, a self-composed/ created fable. Construct and write their own fables in French. C. Grammar/ Vocabulary: Vocabulary will focus on key words from the fable La cigale et la fourmi, and indications of time therein. Grammar will primarily consist of: an introduction to passé simple and a review of verb forms, futur, présent, and imparfait. D. Goal Areas/ Standards: Virginia SOLs: FII.4: The student will use verbal and nonverbal cues to interpret spoken and written texts in French. FII.5: The student will present information orally and in writing in French, combining learned and original language in simple sentences and paragraphs. FII.6: The student will present in French rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and/ or songs. Standards for Foreign Language Learning: 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. E. Learners: Students will have already had an introductory lesson on the biography and time period during which La Fontaine wrote his fables. Students will be familiar with most of the common tenses used in French.

2 F. Materials: Handout copy of La cigale et la fourmi, taken from La Fontaine, Jean de. (1909). Fables. Paris: J.M. Dent et Fils. STAGE 2: DETERMINE ACCEPTABLE EVIDENCE: What evidence will show that learners have produced desired results? In the Extension phase of the PACE model, in groups of 3 or 4, students will create a short skit/ dramatization of a fable of their choice (either from La Fontaine or from their own ideas). The skit will be between 4-7 minutes long and will incorporate a moral lesson (criterion for a fable), with the participation of all group members. Students will have a portion of classtime for the next three days free to work on skits together. Rubric is below. In the Extension phase of the PACE model, students will engage in creative writing by developing their own fables. Students can make up entirely new stories with lessons or can adapt existing fables to their liking, e.g. making a fable take place in the modern world. Adaptations must be approved by teacher ahead of time. Stories will be 1-3 pages and will be due a week after lesson is presented. B STAGE 3: PLAN LEARNING EXPERIENCES: What instructional activities are part of this lesson? A. What will learners do? Students will listen to teacher orally present La cigale et la fourmi with pictures (Interpretive Mode). Students will repeat key phrases and answer comprehension questions when cued by teacher. Students will identify semantic/ syntactic clues in the story and discuss the sequence of events (Interpretive + Interpersonal Modes). Students will participate in co-construction of grammatical meaning and will discuss the three P s connection in pairs. Students will create a dramatization of a fable of their choice (Interpersonal + Presentational Modes). Students will produce their own 1-3 page creative fable (Interpersonal + Presentational Mode). B. What will I do? I will present La cigale et la fourmi orally to the students, interacting with them by cueing repetitions of key phrases and posing comprehension questions. The students will see pictures but not the text in this phase (Presentation phase of PACE model). I will draw students attention to important grammar points, vocabulary words, and verb tenses, encouraging them to identify semantic/ syntactic clues (Attention phase of PACE model). I will co-construct a grammar explanation of passé simple together with the students through asking them questions and prompting them to find patterns and meaning in the story (Co- Construction phase of PACE model). I will explain students extension activities, the fable dramatization and creative writing project (Extension phase of PACE model) and will help them choose topics and get started.

3 STAGE 4: REFLECT ON LESSON EFFECTIVENESS: How effective was this lesson? A. Did I achieve my lesson objectives? How do I know? I believe that I succeeded in the P and A sections of the PACE model (Presentation and Attention). The lesson I taught to the class began with my presentation of the fable, deconstructing the story slowly without showing the students the text. I used my presentation of the fable to draw attention to the use of passé simple, going through things slowly with minimal English. I think the students, although most of them did not speak French, understood the story to a impressive degree, leading me to hope that I achieved my lesson objectives. Students were responsive; they participated in the lesson and responded to prompts. B. What worked especially well and why? I think the incorporation of illustrations with the presentation of the fable worked especially well. I tried to find or create a corresponding picture for each important event in the story; I think that the opportunity for the students to hear and visualize the material certainly helped with the lesson s effectiveness because they were receiving comprehensible input in two different forms. C. What would I change if I were to teach this lesson again? If I were to teach this lesson again, I would go through the entire story once without pointing out the target verb forms that I wanted students to recognize. The second time I presented the story, I would give the students a text version to use and prompt them to themselves recognize the new verb form of passé simple simply because it has a pattern and would appear unfamiliar. After presenting the story for the second time, I would ask students to identify the new tense and guess what its meaningful function might be before writing the formation and endings on the board.

4 Rubric for Fable Skit/ Dramatization CATEGORY 9-10 Exceeds 6-8 Meets 3-5 Approaches 1-2 Does not approach Quality of performance Creatively presented; is between 4-7 minutes; presents a moral/ lesson in a fresh or contemporary way, includes roles for each group member; interactive. Is between 4-7 minutes; presents a moral/ lesson in a different/ creative way; includes roles for each group member; slightly interactive. Is 3-4 minutes; presents a moral/ lesson in a familiar/ mediocre way; includes roles for each group member; little interaction. Does not meet time length requirement; either neglects moral/ lesson or presents it in a mediocre or incomprehensible manner; may not have all group members participating; little to no interaction. Language accuracy sentences; creative and possible complex sentences; simple but creative t least 2 different verb tenses; complete sentences; simple Employs only one verb tense; incomplete sentences may be included; simple Vocabulary usage Thoughtfully employs descriptive verbs; includes new words not previously known. Accurately employs mostly descriptive verbs; uses several Employs some descriptive verbs; uses some Does not attempt to use descriptive vocabulary or verbs Score: /30

5 Rubric: Creative Writing Write your own Fable CATEGORY 9-10 Exceeds 6-8 Meets 3-5 Approaches 1-2 Does not approach Creativity and content Presents a clear moral/ lesson in an new, innovative and creative way, or puts existing fable into a totally different and fresh context; fable has clear characters and sequence of events with a strong conclusion. Presents a clear moral/ lesson in a new and creative way, or puts existing fable into a new context; fable has clear characters and sequence of events; conclusion may be slightly weaker but is present. Presents a moral/ lesson but may be unclear; may stick too closely to existing fables without giving a new context; clear characters and mostly clear sequence of events; conclusion is present but weak. Moral/ lesson is either absent or unclear; does not attempt to give fable some originality of context; characters or sequence of events may be unclear or scattered; conclusion may be missing. Language accuracy sentences; creative and possible complex sentences; simple but creative t least 2 different verb tenses; complete sentences; simple Employs only one verb tense; incomplete sentences may be included; simple Vocabulary usage Thoughtfully employs descriptive verbs; includes new words not previously known. Accurately employs mostly descriptive verbs; uses several Employs some descriptive verbs; uses some Does not attempt to use descriptive vocabulary or verbs Score: /30

6 La cigale, ayant chanté Tout l été, La Cigale et la fourmi Jean de La Fontaine, pris de ses Fables Se trouva fort dépourvue Quand la bise fut venue : dépourvue devoid of, lacking, without la bise North Wind Pas un seul petit morceau De mouche ou de vermisseau : la mouche fly ; le vermisseau small worm Elle alla crier famine Chez la fourmi sa voisine, La priant de lui prêter prêter to lend Quelque grain pour subsister Jusqu à la saison nouvelle : Je vous paierai, lui dit-elle, Avant l août, foi d animal, Intérêt et principal. La fourmi n est pas prêteuse ; C est là son moindre défaut: «Que faisiez-vous au temps chaud?» Dit-elle à cette emprunteuse. Une emprunteuse borrower «Nuit et jour à tout venant Je chantais, ne vous déplaise.» «Vous chantiez! j en suis fort aise. Hé bien, dansez maintenant.»