Pre-/ During/ Post- Reading, Lesson Plan 3: Le Bon vieux temps, High School French II

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1 Kathryn Steele Prof. Jennifer McCloud EDCI 5744 April 18, 2011 Pre-/ During/ Post- Reading, Lesson Plan 3: Le Bon vieux temps, High School French II 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 is Le Bon vieux temps ( The Good Old Days ); it includes vocabulary to talk about childhood activities and time that has passed using a new past tense (l imparfait). The central goal is to help develop students narration skills, especially in telling stories, in multiple timeframes. The unit is divided into three primary sections: oral language (practicing oral narration and tenses), process writing (creating a storybook and written narration), and reading (story mapping). This lesson will start of Day 2 of the unit; the movie will be shown on Day 3, and the unit will continue on Day 4. The goals of this unit are to: 1. Facilitate students mastery in narration, reading, and writing, especially in telling and creating stories, in both the present and past time frames [Communication 1.1]. 2. Create an engaging and interactive classroom environment that accounts for different types of learning preferences (visual, auditory, textual, concrete, etc.) [Communication 1.3]. 3. Expand students' vocabulary through conversation, interaction, and exchange of opinions [Communication 1.1]. 4. Facilitate students comprehension and mastery of the imparfait tense, such that they will be able to vary their conversational and written styles to include another timeframe, understanding through relating to English past tenses [Comparisons 4.1]. B. Objectives: Learners will be able to 1. Identify orally animals they saw in the film Jean de Florette, viewed during the previous lesson, using the imparfait construction Il y avait [G3, G4, FII.1, Communication 1.2]. 2. Predict the events of a French fable with animal characters (Le Loup et l agneau) using an anticipation guide [G2, FII.3, Communication 1.2]. 3. Preview in context difficult words from the French fable, practicing a vocabulary strategy during reading (Peregoy & Boyle, 2008, p. 356). [G1, G2, FII.3, Communication 1.2] 4. Read and interpret Jean de la Fontaine s fable, Le Loup et l agneau, in French [G1, G4, FII.3, Communication 1.2]. 5. Revisit and reevaluate their initial story predictions using the anticipation guide [G1, G2, FII.3, Communication 1.2]. 6. Compare and contrast in groups the English version and French version of the fable in a Venn diagram [G1, G3, FII.1, FII.8, Connections 3.1]. 7. Create individual story maps while working in groups, illustrating the different parts of the fable with textual captions in French using both passé composé and imparfait. [G1, G2, G3, G4, FII.1, Communication 1.2, 1.3] 8. Describe and read orally the events of the story using their story maps as the other group

2 members read along silently using the captions [G1, G4, FII.1, FII.3, Communication 1.3]. C. Grammar/ Vocabulary: Students will continue to focus on story structure and narration; vocabulary in the fable includes animals and several new words that students will work with using the during-reading vocabulary strategy. Students will continue to practice using passé composé and imparfait together as they construct their story maps. D. Goal Areas/ Standards: Virginia SOL: FII.1 The student will exchange spoken and written information and ideas in French. FII.3 The student will understand basic spoken and written French presented through a variety of media and based on new topics in familiar contexts. FII.8 The student will use information acquired in the study of French and information acquired in other subject areas to reinforce one another. Standards for Foreign Language Learning: 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. Making Connections 3.1 Students reinforce and further their knowledge of other disciplines through French. E. Learners: Students (all level 2) will have worked with the présent and passé composé tenses, as well as with reflexive and stem-changing verbs; they will also have been introduced to the imparfait tense. Students will have worked with the vocabulary in a previous lesson; they will also have practiced past narration with both tenses and with vocabulary in their oral language lesson that culminated in the VoiceThread recording. Students will have completed process writing, focusing on the creation of a storybook. They will have viewed the film Jean de Florette during the previous lesson. There are no English language learners nor students with special needs in the class. Students are already divided into groups of three or four and sit at tables with their group members. My cooperating teacher and I assigned the groups based on observations of student personalities and strengths/ weaknesses, as well as considering who worked well with whom. F. Materials: ActivBoard Anticipation guides for Le Loup et l agneau, created by teacher Hardcopies of Le Loup et l agneau by Jean de la Fontaine Plain white paper Pens/pencils, color pencils, and markers Demado, J., Champeny, S., Ponterio, M., & Ponterio, R. (2007). Bien dit!- French 2. New York: Holt McDougal. [Used for reference.]

3 STAGE 2: DETERMINE ACCEPTABLE EVIDENCE: What evidence will show that learners have produced desired results? Formal assessment: Story Map (see attached rubric). Students will create a story map with and captions describing the events of the fable. Informal assessment: Circulating the room and listening for students use of French, informally assessing comprehension and language difficulties. STAGE 3: PLAN LEARNING EXPERIENCES: What instructional activities are part of this lesson? A. What will learners do? Students will orally respond to the question Quels animaux est-ce que vous avez vus dans le film Jean de Florette? to activate prior knowledge and vocabulary from the previous lessons. Students will use the imparfait construction Il y avait ( There were ) in their responses [Obj. 1]. 5 minutes Students will predict the events of Jean de la Fontaine s fable with animal characters, Le Loup et l agneau, using an anticipation guide [Obj. 2]. 5 minutes Students will preview difficult words from the French fable in context, practicing a vocabulary strategy with sample sentences given by the teacher (see bolded words in attached fable) [Obj. 3]. 15 minutes Students will read and comprehend Jean de la Fontaine s fable, Le Loup et l agneau, in French (see attached) [Obj. 4]. Students will read aloud, taking turns in their groups. 15 minutes Students will revisit their anticipation guides and reevaluate their initial predictions [Obj. 5]. 5 minutes Students will, in groups of 3 or 4, compare and contrast the English version and French version of the fable by constructing a Venn diagram [Obj. 6]. 10 minutes Students will, working in groups, each create his/her own story map of Le Loup et l agneau, illustrating the different parts of the fable and adding textual captions in French using both passé composé and imparfait [Obj. 7]. See attached scoring guide. 20 minutes Students will describe and read orally to their groups the events of the story in their own words using their story maps; the other group members will read along silently using the captions [Obj. 8]. 15 minutes B. What will I do? I will ask students the question Quels animaux est-ce que vous avez vus dans le film Jean de Florette? to activate prior knowledge and vocabulary from the previous lessons. I will model for students how to use the imparfait construction Il y avait ( There were ) in their responses. 5 minutes I will distribute and explain the anticipation guides for Le Loup et l agneau, Jean de la Fontaine s fable with animal characters. 5 minutes I will model for students how to preview difficult words taken from the fable in context, prompting them to practice a vocabulary strategy with sample sentences provided by me. I will write on the board example sentences showing different vocabulary words in context, such as La nourriture d un pique-nique attire les fourmis. 15 minutes I will prompt students to read aloud in their groups Jean de la Fontaine s fable, Le Loup et

4 l agneau, in French. While students read, I will circulate the room, offering guidance and answering questions when necessary. 15 minutes I will prompt students to revisit their anticipation guides and will model appropriate reevaluation of their initial predictions. 5 minutes I will prompt students to compare and contrast the English version and the French version of the fable in groups of 3 or 4. During students discussion, I will circulate the room, offering guidance and assistance when needed (informal assessment). 10 minutes I will explain the story map activity and model a sample story map using a different but familiar story, Le Petit chaperon rouge ( Little Red Riding Hood ). I will then prompt students to create their own story maps of Le Loup et l agneau, illustrating the different parts of the fable and adding textual captions in French using both passé composé and imparfait. See attached scoring guide. While students are working on their story maps, I will circulate the room, offering guidance and assistance when necessary (informal assessment). 20 minutes I will model and prompt students to describe and read orally to their groups the events of the story in their own words using their story maps; the other group members will read along silently using the captions. While students are reading their story maps, I will circulate the room, offering guidance and assistance when necessary; I will also listen for students pronunciation (informal assessment). 15 minutes STAGE 4: REFLECT ON LESSON EFFECTIVENESS: How effective was this lesson? A. Did I achieve my lesson objectives? How do I know? B. What worked especially well and why? C. What would I change if I were to teach this lesson again? STAGE 5: CONCLUSION This unit has focused on students mastery of narration in French, pulling in vocabulary to describe childhood activities, animals, narration phrases, and the countryside. The grammar in this unit consisted of using comparisons and the superlative, learning l imparfait, and using imparfait and passé composé together to describe and narrate events in the past. The first lesson of the unit focused on students development of oral language in this context, first through oral practice with vocabulary and tenses and then through show and tell, a survey, and the VoiceThread; the latter three activities focused on the past, or the good old days. The second lesson of the unit built upon the practice from the first lesson, but focused on students mastery of written narration. The I Remember activity and paragraph about an event in the past helped ease the students into their formative assessment, the storybook project. Working in peer response groups to give and receive feedback on content and expression helped students show their narration skills to their peers, and also helped develop their oral language. The storybook project tied in vocabulary from the unit (i.e., childhood activities/ countryside and narration phrases) as well as both past tenses. The film Jean de Florette, which takes place in the French countryside and reiterates much of the unit vocabulary and use of the two past tenses, offered the students a chance to do a clustering activity to characterize people in the film, culminating in a written pattern poem to illustrate their reactions. Finally, the third lesson on reading begins by reactivating students viewing of the film, and then transitions to a French fable with animal

5 characters, Le Loup et l agneau. To support students reading of the fable, I incorporated an anticipation guide, the preview in context strategy, and a story map (formative assessment). After writing their own stories, analyzing the parts of a short fable should build upon students prior experience. The unit culminates with the students presenting their story maps in groups, bringing in the oral language element, and demonstrating their mastery of narration.

6 Le Loup et l agneau Jean de la Fontaine Français II La raison du plus fort est toujours la meilleure. Nous l allons montrer tout à l heure. Un agneau se désaltérait Dans le courant d une onde pure. Un loup survint à jeun, qui cherchait aventure, Et que la faim en ces lieux attirait. Qui te rend si hardi de troubler mon breuvage? Dit cet animal plein de rage : Tu seras châtié de ta témérité. - Sire, répond l agneau, que votre majesté Ne se mettre pas en colère ; Mais plutôt qu elle considère Que je me vas désaltérant Dans le courant Plus de vingt pas au-dessous d elle ; Et que, par conséquent, en aucune façon, Je ne puis troubler sa boisson. - Tu la troubles! reprit cette bête cruelle ; Et je sais que de moi du médis l an passé. - Comment l aurais-je fait si je n étais pas né? Reprit l agneau ; je tette encor ma mère. - Si ce n est toi, c est donc ton frère. - Je n en ai point. C est donc quelqu un des tiens ; Car vous ne m épargnez guère, Vous, vos bergers, et vos chiens. On me l a dit : il faut que je me venge. Là-dessus, au fond des forêts Le loup l emporte, et puis le mange, Sans autre forme de procès.

7 Rubric Story Map: Le Loup et l agneau, Jean de la Fontaine Français II Total possible points : 60 Criteria/ Points points 9-12 points 5-9 points 1-4 points Textual captions Correct grammar, spelling, and mechanics throughout most of story map; about 90% accuracy; includes at least 6 captions Correct grammar, spelling, and mechanics with few mistakes; about 75% accuracy; includes at least 4-5 captions Some correct grammar, spelling, and mechanics; about 50% accuracy; includes at least 3 captions Illustrations Use of P.C./Imp. Tenses Creativity Vivid and colorful, includes all characters and at least 6 Uses tenses correctly throughout most of story map (about 90% accuracy); uses tenses effectively together Original interpretation, retells the story from reader s point of view; vivid Colorful, includes most characters and at least 4-5 Uses tenses correctly with about 75% accuracy; uses tense effectively together Original interpretation, follows the story more from the narrator s point of view; colorful Some color, includes at least one character and at least 3 Uses tenses with about 50% accuracy; uses tenses together occasionally Semi-original interpretation, includes narrator s point of view; have some color Repeated mistakes in grammar, spelling, or mechanics; about 20-25% accuracy; includes 0-2 captions No color, missing character(s), includes 0-2 Either does not use past tenses or uses them with 25% accuracy or less; does not use tenses together Fails to retell story effectively, lacks a clear point of view; lacks vivid/ colorful