Hackett 2012

Teacher Candidate: Sabattis Twichell Unit Topic: Bonnes vacances! Essential Question(s): Why do we need to be able to communicate effectively in the past tense? How do we communicate using the past tense on a daily basis? Lesson Number: LE Lesson #3: limparfait State Standards being Assessed Standard 1: Students will be able to use a language other than English for communication. Performance Indicators Speaking & Listening: Select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past, and future time frames, and express details and nuances by using appropriate modifiers Use repetition and circumlocution as well as gestures and other nonverbal cues to sustain conversation Standard 1: Students will be able to use a language other than English for communication. Performance Indicators Reading & Writing: Write short notes, brief journals, or short reports Read and comprehend materials written for native speakers when the topic and language are familiar. Use cognates and contextual and visual cues to derive meaning from texts that contain unfamiliar words, expressions, and structures Objectives (Utilize Blooms Taxonomy and Label) 1. Students will be able to employ the imperfect tense to discuss past events, using repetition, circumlocution, and appropriate vocabulary to interview each other and describe what they did when they were young. (comprehension, application) Approximate Time: ~2-4 days + 20 hours prep time Acceptable Evidence and Type of Assessment 1. Classroom Interview Charts: Quand jtais petit(e) (formative)

2. Students will be able to demonstrate in writing, their use of the imperfect tense to describe habitual events and progressive actions in the past (application) 3. Students will be able to examine a short text written for native speakers and use cognates, contextual, and visual cues to derive meaning and distinguish the pass compos from limparfait (analysis)

2. Round Robin Story Writing: huit heures hier soir, Written Homework Assignments, and Picture Stories (formative) 3. lcole autrefoisReading Activity highlighting pass compos & imparfait and answering comprehension questions (formative)

Teacher Candidate: Sabattis Twichell Unit Title: Bonnes vacances! Subject: French II

Hackett 2012 Date: April 22, 2012 Grade Level: 10th Grade/Checkpoint B

Essential Question(s): Why do we need to be able to communicate effectively in the past tense? How do we communicate using the past tense on a daily basis? Lesson Title/Number Common Core, State Standards, and/or Performance Indicators
Only include what will be assessed.

LE Lesson #3: limparfait NYS LOTE Standard 1: Students will be able to use a language other than English for communication. Performance Indicators Speaking & Listening: Select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past, and future time frames, and express details and nuances by using appropriate modifiers Use repetition and circumlocution as well as gestures and other nonverbal cues to sustain conversation Performance Indicators Reading & Writing: Write short notes, brief journals, or short reports Read and comprehend materials written for native speakers when the topic and language are familiar. Use cognates and contextual and visual cues to derive meaning from texts that contain unfamiliar words, expressions, and structures 1. Students will be able to employ the imperfect tense to discuss past events, using repetition, circumlocution, and appropriate vocabulary to interview each other and describe what they did when they were young (comprehension, application). 2. Students will be able to demonstrate in writing, their use of the imperfect tense to describe habitual events and progressive actions in the past (application). 3. Students will be able to examine a short text written for native speakers and use cognates, contextual, and visual cues to derive meaning and distinguish the pass compos from limparfait (analysis).

Lesson Objectives
(Blooms Taxonomy)

Must be numbered.

Acceptable Evidence
*Could be collected for accountability/auditing purposes.

1. Classroom Interview Charts: Quand jtais petit(e) (formative) 2. Round Robin Story Writing: huit heures hier soir, Written Homework Assignments, and Picture Stories (formative) 3. lcole autrefoisReading Activity highlighting pass compos & imparfait and answering comprehension questions (formative) Day 1: 1. The Teacher will begin the lesson by presenting various verbs on the board or Smartboard asking students to write the verbs on their daily Bell Ringer Logs, define them, and write the present tense nous form of the verb next to each (Bell Ringer) 2. The Students will complete the Bell-Ringer in their Bell Ringer Logs as the Teacher distributes guided note packets on the imparfait, what it is and how to form it (visual) (RBIS-advanced organizer).

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

Label:

Bell Ringer
Also may be called: set induction, anticipatory set, introduction/review

Label: visual, auditory, and kinesthetic Accommodations for learning modalities Label: Checks for Understanding: directions, procedures/routines, and/or content (formative)
Ex. (CFU directions)

Hackett 2012 3. The Teacher will then introduce the days lesson by explaining the imperfect tense, when it is used in French, and the difference between limparfait and the pass compos. The Teacher will model some examples of the imperfect tense on the board as students fill in their guided notes. The Teacher will then model how the imperfect tense is formed by writing the verb in the present tense nous form, crossing out the ons ending to get the stem, and then adding the imperfect verb endings ais, -ais, -ait, -ions, -iez, -aient (visual, auditory). The Teacher will instruct students to return to their Bell-Ringer exercise, cross off the ons endings of the verbs, and fill in a verb chart next to each with the correct imperfect endings, using their guided notes packet to help them. The Teacher will ask a student to reiterate the directions, and ask 2 other students to come to the board and model filling out 2 verb charts for the class (CFU-directions). 4. The students will finish completing their Bell Ringers, filling in verb charts with the correct imperfect endings. 5. The Teacher will then go over some imperfect forms of common expressions such as il y a, il neige, and il pleut as students fill in their guided notes packets. The Teacher will collect the Bell-Ringer logs to check everyones verb charts and make any necessary corrections. 6. The Teacher will instruct students to work on filling in the correct imperfect form of the verbs for exercises 1-3 in their guided notes packets. For exercise 3, the Teacher will instruct students to provide a translation next to each sentence they write about what people were doing during la tempte de neige (the blizzard). The Teacher will ask 3 students to reiterate the directions by asking what they should do first, second, and third (CFU-directions) 7. The Students will continue practicing imperfect verb forms by completing exercises 1-3 in their guided notes packets. The Teacher will walk around and check students packets, offering corrective feedback when necessary. 8. When the students have finished, the Teacher will then introduce the imperfect form of the verb tre, which has an irregular stem t-, but regular imperfect endings. The imperfect of tre is used to tell where people were, or how they were feeling. It is not used to describe what they were doing. The Teacher will model some examples for students to compare and fill in on their guided notes packets. 9. The Teacher will instruct students to practice using the imperfect form of tre by completing exercise 4 in their guided notes. The Teacher will have 1 student read the directions aloud, another student translate, and another read the model and explain its meaning (CFU-directions). The Teacher will then model the first question on the board, leaving the verbs blank and calling on students to come up and fill in the correct imperfect forms and then to translate the sentence (CFUprocedures) 10. The Students will complete exercise 4 in their guided notes, describing where people were and what they were doing at the time of a car accident 11. The Teacher will walk around and check student progress and offer corrective feedback when necessary. 12. The Teacher will then specify one of the biggest differences between the imperfect tense, and the pass compos. The Teacher will explain that the imperfect is used to describe habitual actions and conditions that existed in the past, such as what people used to do regularly or what they used to be. In comparison, the pass compos is used to describe what people did on a particular occasion. It describes specific past events, such as what people did, what took place, and what happened with a specific beginning and ending point. The Teacher will model examples on the

Hackett 2012 board (or Smartboard/PowerPoint), and have students fill them in on their guided notes (auditory, visual). 13. The Teacher will then pass out on-going classroom interview charts, as well as a question slip for each student. The Teacher will explain that students will walk around the room and interview each other about different things they used to do when they were young (may use Inside Out Circles for more organization). They will fill in the classroom interview charts with various student responses and use the question slips they received to help pose questions using the imperfect tense (auditory, kinesthetic). The Teacher will model a few questions aloud with students, and ask them to pose their questions in return so the teacher can model responses using the imperfect tense (CFU-procedures) 14. The Students will complete their on-going classroom Interview charts, and practice using the imperfect tense orally while discussing things they used to do when they were young (auditory, kinesthetic) (RBIS-cooperative learning, faceto-face promotive interaction) 15. To close the lesson, the Teacher will collect the on-going classroom Interview charts and distribute a written homework assignment giving students more practice using the imperfect tense in writing. The Teacher will explain the directions for the homework aloud, asking students to read examples and translate meanings (CFUdirections) (RBIS-homework & practice). 16. The Teacher will then ask students to complete a question in their Exit Journals, explaining in their own words, what the difference between the imperfect tense and the pass compos is (RBIS-identifying similarities and differences, comparing) 17. The Students will complete the question in their Exit Journals, leaving them for the Teacher to check, and writing down any confusion or questions they have regarding the imperfect tense. Day 2: 1. The Teacher will begin the lesson by projecting 2 pictures on the board or Smartboard, with story starters underneath each picture (Bell Ringer). The Teacher will read the directions aloud in French, describing how the gentleman in the pictures won a million dollars in the lottery which drastically changed his lifestyle. The students will be asked to use the suggested vocabulary phrases on the board and story starters to write a brief description of Monsieur Michels life now, and his life before using the present and imperfect tenses. The Teacher will ask 2 students to translate the story starters, and another student to reiterate the directions. Then the Teacher will go through the list of suggested vocabulary and ask students to translate the meanings of the words (CFU-directions, procedures). The Students will be asked to complete the Picture Stories on a sheet of paper to be handed in to the Teacher when they are done. 2. The Students will complete the Bell-Ringer on a separate sheet of paper, using the imperfect tense to describe the picture of M. Michels life before winning the lottery, and the present tense to describe his life now (visual). 3. The Teacher will distribute a vocabulary list with some expressions of time, as well as further explanation of the imperfect tense to describe progressive actions in the past. The list will compare the uses of the imperfect and the pass compose, explaining that the imperfect is used to describe actions that were in progress at a certain point in time such as what was going on, or what people were doing (was/were+ing). By contrast, the pass compos describes specific actions that occurred at a specific time, beginning and ending, such as what took place, or what people did. The Teacher will go through the list with students, asking them to read

Hackett 2012 words aloud and distinguish between terms that would be used with the pass compos and those that would be used with the imparfait (auditory). 4. The Teacher will then instruct students to complete a written activity, using the new vocabulary terms to describe the vacations of various people using the imperfect of past tense form of aller (allait/est all(e)). The Teacher will model two examples on the board and ask students to explain why one uses the imperfect, and one the pass compos (CFU-content). 5. The Students will complete the vacation activity individually, and when they are finished, the Teacher will go over the answers with the whole class, calling on different students to give their answer and explain why they used the imperfect or the pass compos for each response (auditory). 6. The Teacher will group Students into 2 groups and instruct them to seat themselves around the group work tables without talking. The Teacher will pass out a Round Robin Story Sheet, and explain the directions orally as the Student follow along on their sheets (CFU-directions). The Teacher will explain that each group will collaboratively write a story of 10 lines, telling what their family members were doing last night at 8pm, and using the imperfect tense for all verbs in the story. The Story sheet will be set up similar to a MAD LIB, so the students will brainstorm verbs, adjectives, and nouns in French before beginning, creating their own word bank. Then, the students will pass the story around the table, allowing each person to write a line of the story using the words from the list they came up with to fill in the blanks, in a round-robin fashion (RBIS-cooperative learning, individual and group accountability/group processing). 7. The Students will be seated in two separate groups around the group work tables. First, they will brainstorm a list of French verbs (in the imperfect), nouns, and adjectives on their story sheet. Then, they will pass the story around the table, as each student fills in one line of the story, writing their initials next to the line they wrote, and crossing out the words they used from the top. When they are finished, the Teacher will call on one person from each group to read their groups story aloud, and a second person from the group to translate their story into English (auditory). 8. The Teacher will collect the Round-Robin Story from each group to correct and use as a class-work participation record. The Teacher will then have students return quietly to their own desks, where they will find a Reading Activity entitled lcole autrefois. The Teacher will call on one student to read the introduction to the story, and have another translate it aloud. The Teacher will then explain the directions verbally, as well as provide the written text on the overhead/Smartboard for what each student must do while reading the story. The Students will be instructed to highlight all of the verbs that are in the imperfect tense in pink, and all the verbs using the pass compos in yellow. The Teacher will model highlighting the introductions aloud, calling on students to come to the Smartboard to underline or highlight the different types of verb tenses (CFU-procedures) 9. The Students will begin reading the story and highlighting the different verb tenses (visual) (RBIS-nonlinguistic representations) 10. To close the lesson, the Teacher will explain the homework, which will be to finish the reading activity and answer the Reading Comprehension Questions on the back of the sheet. The Teacher will then place an Exit Question on the Smartboard/Overhead, and ask students to respond in their Exit Journals. The Question will ask students to Give an example of how the imperfect tense is formed (writing out the correct endings in a verb chart). The Teacher will ask the Students

Assessment/Evaluation Label: formative or summative and describe purpose

Hackett 2012 what the steps to forming the Imperfect are, and they may respond aloud to refresh the classs memory (CFU-content) 11. The Students will write their homework assignment in their daily planners, and then complete the Exit Question in their Exit Journals, to be left in the classroom and checked by the Teacher at the end of the day. 1. Classroom Interview Charts: Quand jtais petit(e) (formative) The purpose of the Classroom Interview Charts is to increase students oral proficiency, fluency, and accuracy in asking and answering questions using the imperfect tense. This activity will help students get used to using the imperfect to discuss habitual actions in the past, and to describe childhood memories. This activity will ultimately help prepare them to respond to questions on the Oral Proficiency section of their Unit Test, as well as the state test requirements. It will also foster good social skills and prepare them to use the imperfect tense more naturally so they may use this technique to speak with native speakers outside of the classroom. The Activity will be assessed formatively by marking ongoing classroom interview ladders and assessing Oral Proficiency progress using the Essential Oral Questions Rubric based on comprehensibility/content, fluency, accuracy, and pronunciation. 2. Round Robin Story Writing: huit heures hier soir, Written Homework Assignments, and Picture Stories (formative) The purpose of these Assignments is to develop students writing skills using the imperfect tense. In participating in the Roung-Robin Story Writing, the Picture Story, and the Written Homework Assignment, students will be able to demonstrate their knowledge and use of vocabulary, familiar grammatical structures such as the pass compos in combination with the newly learned imperfect tense. These assignments will be given corrective feedback, and numerical formative grades that will factor into their homework and class-work participation grades for the year 3. lcole autrefoisReading Activity highlighting pass compos & imparfait and answering comprehension questions (formative) The purpose of this assignment is to increase students reading comprehension skills, and help them distinguish the difference between the use of the imperfect and pass compos to describe past events. This Assignment will prepare students to read texts written for native speakers and establish meaning based on vocabulary, grammatical structures, cognates, and contextual clues. This will be good practice for the Students next lesson in which they will read and write French Fairy Tales using a combination of the imperfect and pass compos. As closure, the students will complete an Exit Question in their Exit Journals, giving an example of how the imperfect tense is formed and writing out the correct endings in a verb chart. These Journals will be read on a daily or weekly basis by the Teacher, who will respond to entries and assign a formative grade factored in to participation. This lesson includes activities that will accommodate auditory, visual, as well as kinesthetic learners. Students with exceptional learning needs may receive extra time to perform tasks, more one-on-one help or attention, be partnered with above average students or a student aid, receive written directions or updates sent home to parents, or any other

Closure

Accommodations and/or Interactions with Support Staff

Hackett 2012 accommodations as outlined on specific student IEPs. Text: McDougal Littell Discovering French Blanc 2 Whiteboard/Smartboard/Overhead Projector Daily Classroom Interview Ladders & Oral Proficiency Rubric Question Slips for Quand Jtais petit Guided Notes Packets for limparfait Picture Stories Exit Journals PowerPoint with Exit Questions/Bell-Ringers Imperfect Homework Assignment Round-Robin Story Sheet Reading Comprehension: lcole autrefois Vocabulary List Time Required ~2-4 days + 20 hours prep time Reflection: This lesson was specifically developed to meet NYS LOTE learning Standard 1 (Students will be able to use a language other than English for communication) in areas of Speaking & Listening, as well as Reading & Writing. In this lesson, students learn how to use the imperfect tense to discuss past events, and describe what they did when they were young. The students also develop their French reading and writing skills, using the imperfect tense to describe habitual events and progressive actions in the past, as well as reading texts written for native speakers. Resources/Materials Within this lesson, current scholarship in the field of French is reflected through the use of specific grammatical structures, using the imperfect tense to describe habitual or progressive actions in the past while speaking, reading, and writing. This lesson helps students increase their natural oral proficiency through social interactions and on-going classroom interviews. Best classroom practice is demonstrated through the use of research-based instructional strategies, using cooperative learning strategies such as face-to-face promotive interaction, interpersonal and small group skills, identifying similarities and differences between the use of the imperfect and pass compos, and providing homework, practice, and positive reinforcement. Students are engaged in the lesson through auditory, visual, and kinesthetic stimulants, and they are given positive reinforcement through corrective feedback, independent, and group practice. The lesson demonstrates knowledge of content, adapting teaching strategies to meet the needs of diverse learners, as well as knowledge of pedagogy, using recursive learning to engage different learning styles and build progressively upon the curriculum. Professional skills are also demonstrated through modeling commitment and caring for students through accommodations and positive reinforcements. This lesson prepares students for life outside of the classroom as they will develop stronger social skills and have a better understanding of how to communicate effectively using the French language. Students will also increase their fluency using the imperfect to describe habitual or progressive events in the past. Mastering the imperfect tense will be useful in everyday conversations, reading, and writing the French language, which will allow students to communicate more effectively about topics of interest with native speakers.