foreign language teaching methods: unit plan allyson kulmayer … · the activities and materials i...

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Foreign Language Teaching Methods: Unit Plan

Allyson Kulmayer

12/10/15

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Table of Contents

Proficiency Levels and Grade Levels..............................................................................................3

ACTFL and State Content Standards.............................................................................................................4

Main Theme of Unit.....................................................................................................................5, 6

Essential Questions and Methods of Inquiry...................................................................................7

Summative Assessment...................................................................................................................8

Unit Plan Calendar...............................................................................................................9, 10, 11

Lesson Plan I: Topic and Materials.............................................................................12, 13, 14, 15

Lesson Plan II: Topic and Materials..................................................................................16, 17, 18

Lesson Plan III: Topic and Materials...........................................................................19, 20, 21, 22

Textbook Evaluation..........................................................................................................23, 24, 25

Reflection.......................................................................................................................................26

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Proficiency Levels and Grade Levels

Ms. Randi Butler's French Level III class consists of fourteen students ranging between

their first three years at St. John's College High School. The title of the class gives us the level

of the material to be covered in the language class, but we cannot know how developed their

skills are without observation and assessment. Apart from my communication with the teacher

of this course, I can guess the level of the students based on the students' communication

abilities, primarily through their understanding of grammatical sentences and the material they

are studying.

I would place these students in between Novice Mid and Novice High, according to the

American Council on the Teaching of Foreign Languages (ACTFL). The can-do statement for

level Novice Mid interpersonal communication is "I can communicate on very familiar topics

using a variety of words and phrases that I have practiced and memorized." Novice High differs

in the ability to exchange information and construct new sentences "supported by memorized

language [and] ... usually handle short social interactions in everyday situations by asking and

answering simple questions." The teacher and I believe the students are capable of being at the

Novice High level within the semester as they continue to build confidence and speaking skills.

None of the students are known to have any special needs that would require any

accommodations. They are motivated by competition and time-based activities in the classroom,

and in periods of review they employ their higher critical thinking to ask the teacher questions

for improving their understanding.

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ACTFL and State Content Standards

ACTFL Standards that will be addressed through the lessons in this unit are:

o Novice High Interpersonal Communication

I can communicate and exchange information about familiar topics using phrases and simple sentences,

sometimes supported by memorized language. I can usually handle short social interactions in everyday

situations by asking and answering simple questions.

o Novice High Interpretive Listening

I can often understand words, phrases, and simple sentences related to everyday life. I can recognize pieces

of information and sometimes understand the main topic of what is being said.

o Novice High Interpretive Reading

I can understand familiar word, phrases, and sentences within short and simple texts related to everyday

life. I can sometimes understand the main idea of what I have read.

o Novice High Presentational Speaking

I can present basic information on familiar topics using language I have practiced using phrases and simple

sentences.

o Novice High Presentational Writing

I can write short messages and notes on familiar topics related to everyday life.

State Content Standards that will be met in this unit plan are:

o I.2.3 Demonstrate understanding of spoken and written language based on new topics that

are presented through a variety of media.

o I.2.4 Recognize and identify ideas and some details when reading and listening to highly

contextualized passages.

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Main Theme of Unit

The idea for this unit is to develop conversation skills and build a community within the

classroom. I am most interested in seeing the students develop skills and confidence to have

meaningful conversation with one another in their target language. The teacher has told her

students she will be leading them into immersion of the language, expecting them to understand

most of her instructions as well as their responses in French. They are in the stage of

understanding grammar rules and applying them to writing. With practice they can transfer these

ideas to developing conversation skills. As a French student, I understand that the simpler term

is preferred because trying to explain oneself in a foreign language can be challenging. Sharing

a story about what one did over the weekend can be difficult because it can be beyond one's

lexicon. The students will always want to put their best foot forward and be fully prepared to

respond in the target language. Unless they are absolutely sure of what they will say, they likely

will say nothing. We must build a confidence in students to speak up and make mistakes in

order to learn.

To design instruction and lesson plans, I will consider the students' hesitation to speak.

Activities and lessons must include space for oral expression. These questions allow them to

practice skills and self-expression in a real environment while learning about one another. This

makes their language use meaningful and helps to build a classroom community. Objectives

must reflect the importance of natural conversation. Students should be able to express

themselves, understand one another and respond in kind. I would teach them ways to construct

new questions and responses. Meanwhile they will learn new vocabulary and grammar tenses,

furthering their lexicon. At the end of any given unit, a student should be able to apply all that

they have learned into an active and meaningful dialogue with their peers.

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The activities and materials I have chosen support the students' language learning by

teaching them vocabulary for vocations and academics both of which they are or will be

involved within the context of university and career. The students will analyze and evaluate

cultural differences between French and American education systems as well as examining the

subject of education and careers in francophone media. Students will be asked to critically think

about their current and future education and potential career paths. Activities are designed to

promote classroom conversation and communication between students. In all, this unit connects

to students personal academic interests and dreams for their futures.

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Essential Questions and Methods of Inquiry

Each student will have something unique to offer. By the end of this unit, the students

will be able to answer these essential questions in French:

What are possibilities after high school graduation?

How can high school prepare people for future careers or fields of study?

The objective for this unit is: Students will be able to express their interests, passions and

goals for their high school and college careers in a 5-10 minute oral presentation to the class and

in conversation with one another. In answering these questions, students will have addressed the

standards of Novice High: "I can present basic information on things I have learned using

phrases and simple sentences." My reservations with this project are with the standards - the

content I am proposing falls under Intermediate Low. This level's statements are "I can express

my preferences on topics of interest" and "I can present information on plans, instructions, and

directions." These standards are chosen to meet the need for classroom community and

conversational skills development by appealing to the students' academic motivations and

interests.

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Unit Plan Assessments

The summative assessment prompts students to create a project they can present to the

class. Each student is to use creativity to express his or her possibilities for after high school.

Summative Assessment

Using what you have learned in this unit, design and create a project you can present to the class

of the possibilities that await you after high school. Include options for furthering your

education, choosing careers, the place you might live and if you will have a family. Be creative

and think of presenting in a way that shows your unique interests and personality. You will be

assessed based on your mastery of vocabulary, use of futur and conditionnel grammar tenses,

oral presentation, and project completion. Projects can range from PowerPoint to vision board to

journals and must be approved by the teacher before beginning.

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Unit Plan Calendar

Lesson #

_____ Standards

Lesson Objectives Activities Materials

Assessments

1

ACTFL Interpersonal Communication, Novice High

SWBAT discuss classes they are taking in high school and fields of study that can be pursued at university.

- Discussion of classes and subjects of interest at university level. - Comic strip exercise

- Vocabulary list - Comic strip

2

ACTFL Interpretive Reading and Interpretive listening, Novice High

SWBAT will be able to remember the unit vocabulary and understand how to use in at least three conversations and textbook exercises.

- Students will work in groups on one of Ms. Butler's vocabulary puzzles to match the vocabulary they are learning to its definitions. - The class will work on exercises from the textbook to place their vocabulary in context.

- Ms. Butler's vocabulary puzzle - Textbooks

3

ACTFL Presentational Writing, Novice High

SWBAT apply the unit vocabulary by connecting it to their individual contexts by creating a dialogue between a French student and an American student.

- Discussion of French education vs. American education. - Students will divide into pairs to create a comic strip within their own context using the vocabulary.

- Paper for comic activity

4

ACTFL Interpretive Reading and Interpersonal Communication, Novice High

SWBAT analyze the unit vocabulary in global issues by connecting it to real events in the francophone world.

- Students will bring in a newspaper article about education or careers in the Francophone world. Pairing up and they will discuss together before sharing a summary with the class.

- Newspaper articles

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5

ACTFL Interpretive Listening Novice High

SWBAT understand interviews in French and evaluate three different careers using the French language and the unit vocabulary.

- Students will divide into groups, each group will watch a selected YouTube video, "Dessine-moi un

Métier", then discuss in the group what was said in the video, finally sharing with the class.

- iPads, access to YouTube

Lesson #

_____ Standards

Lesson Objectives Activities Materials

Assessments

6

ACTFL Interpersonal Communication, Novice High

SWBAT demonstrate and apply their new found knowledge to a class Jeopardy game in preparation for the assessment.

- Review Game: French College and Careers Jeopardy!

- Students will need to take notes

7

ACTFL Interpretive Reading, Novice High

SWBAT demonstrate understanding of unit content by correctly completing the given assessment.

- Quiz Day!

- Test - Pen or pencil - No dictionaries Formative

Assessment I

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SWBAT brainstorm at least three ideas for the Unit Project as well as begin work on the second assessment.

- Students will work on the assigned paper in class, asking any questions they may have about vocabulary and content to prepare them for the Unit Project.

- Textbooks - Dictionaries - Individual research on college programs and careers. - Snacks to encourage productivity

Formative Assessment II

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SWBAT apply their knowledge of the unit in the creation of a presentation to share what they have learned and their academic interests.

- Students will work on Unit Project in class, creating an artistic presentation.

- Laptops - Art supplies

Summative Assessment I

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10

ACTFL Presentational Speaking, Novice High

SWBAT express their interests, passions and goals for their high school and college careers in a 5-10 minute oral presentation to the class and in conversation with one another

Students will present Unit Projects to the class with time for Q & As.

- Presentations and necessary materials.

Summative Assessment I: Unit Project Presentations

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Lesson Plan I: Topic and Materials

This is Day 2 of the Unit, and students will be continuing to learn the vocabulary, and

practice using it in their reading, writing and speaking. Leading up to this day, the students will

have been introduced to the new vocabulary, objectives and essential questions of the unit. This

lesson plan meets these by asking students to apply what they are learning to their own lives as

they consider what they will study when they attend university. The objective of this lesson is:

Students will be able to remember the unit vocabulary and understand how to use it in three

textbook exercises and a conversation among peers. The students need to begin adding the

vocabulary words to their lexicon and finding ways to use them in contextual situations. This is

a very structured day for practice which will lead up to the following day of creativity with

comic strip making. I want to students to have the wheels turning for understanding and

applying what they are expected to learn.

This lesson is designed to provide time and space for students to practice applying the

vocabulary in contextual and relevant situations. It also promotes classroom conversation and

communication between students about where they are in their educational pursuits. Scaffolds I

am building into the lesson is to connect the activity with things they already know and what

they have been learning in the past few days or weeks such as using the past and conditional

tenses.

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L'université et carrière: Day 2 Grades 10-12

Conversations d'universités Level 3

30 minutes

Instructional Objectives:

Students will be expected to have reviewed the vocabulary assigned the day before and

come ready to begin using it in class. A review puzzle will be given to students in groups to

match the vocabulary words with their definitions. The class will work on exercises from the

textbook to place their vocabulary in context. Finally, the students will be asked to dialogue with

one another about studying at a university, using the vocabulary.

Objective: Students will be able to remember the unit vocabulary and understand how to

use it in three textbook exercises and a conversation among peers.

ACTFL National Foreign Language and State Content Standards:

o ACTFL Interpersonal Listening, Novice High

o ACTFL Interpretive Reading, Novice High

o ACTFL Interpretive Communication, Novice High

Essential Questions:

o What are possibilities after high school graduation?

o How can high school prepare people for future careers or fields of study?

Methods of Inquiry:

Students will be expected to read and understand the use of the vocabulary words in

context and create sentences using them. Students will also be asked to converse with one

another about what they are interested in studying at university.

Instructional Materials:

o Smart board

o White board and markers

o Page 46 from textbook

Set Induction:

Students will work in groups on one of Ms. Butler's vocabulary puzzles to match the

vocabulary they are learning to its definitions.

Lesson Content/Skills/Teaching & Learning Strategies (Procedures):

Time planned: 5 minutes. Students will enter the classroom and be seated ready to begin

the class. The instructor will explain that today's lesson will be continuing to review the new

vocabulary and learn how to recognize it and apply it within context.

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Time planned: 10 minutes. The students will be asked to divide into pairs or groups of

three and will be given pieces of a puzzle with which they will have to complete the figure,

correctly matching the vocabulary.

Time planned: 15 minutes. Transition to activity where the teacher will bring a copy of

the text book page 46 on the Smart board and ask students to pull up the page on their iPads.

The teacher will read the instructions for the exercises aloud to the class and assure

comprehension before the students begin individually completing the exercises. Announce how

much time will be provided for this activity and give a three minute warning before time is out.

Time planned: 5 minutes. As the students are finishing up their exercises, they will be

asked to turn to their classmates and have a dialogue about what they would be interested in

studying at university, maybe where they would like to attend and what they would like to do for

a career.

Assessment/Closure:

The teacher will ask the students to hand in their exercises which they will receive back

corrected for a participation grade. While the students are working individually and in their

groups, the teacher will circulate the room to observe how they are approaching the assignment

and assist students if needed.

Reflection:

The students will likely resist talking to one another for the conversation part of the

class. They will be encouraged to write down a sentence or two as they share their thoughts with

one another. The teacher will give suggestions orally if the students find themselves unable to

continue a conversation for the period of time given.

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Lesson Plan II: Topic and Materials

This lesson is Day 3 of the Activities and Materials outline and it is the day they are

applying their new vocabulary and verb tenses in a creative activity. Leading up to this day, the

students will have been introduced to the new vocabulary, objectives and essential questions of

the unit. This lesson plan meets the essential questions by requiring students to create a

conversation about college academics. The objective of this lesson is: Students will be able to

work collaboratively to create a comic strip in the target language using at least 5 vocabulary

words and 3 usages of the conditional tense within a total of 8 frames. The measurable

components will be assessed based on the correct verb tense and appropriate vocabulary usage as

well as compliance with the instructions. Creativity is also essential in this. I want the students

to care about what they are creating and be proud of how they can use their language and skills.

In all, it connect to the unit's subject of students' personal academic interests and dreams for their

futures.

All of the students in this class are on track to graduate from high school and apply to a

four-year university. Students will be asked to critically think about their current and future

education and potential career paths. This activity is designed to promote classroom

conversation and communication between students about where they are in the stages of life and

education. Scaffolds I am building into the lesson is to connect the activity with things they

already know and what they have been learning in the past few days or weeks. I think the lesson

will go well and be a fun activity that takes a break from the textbooks exercises.

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L'université et carrière: Day 3 Grades

10-12

La bande dessiné Level 3

30 minutes


Students will learn about various professional vocations and what is required of applying

for work in France. In preparation for this unit the students have learned the future tense and

have discussed future plans for themselves. They have recently been introduced to the

conditional tense and can discuss what they want to do. In this lesson, the students will be

applying what they know of the conditional tense and their vocabulary for this unit. This lesson

plan requires students to create a conversation about college academics, connecting to the

essential questions.

o Objective: Students will be able to work collaboratively to create a comic strip in the

target language using at least 5 vocabulary words and 3 usages of the conditional tense

within a total of 8 frames.






Methods of Inquiry:

Students will be required to formulate questions and responses using the vocabulary from

the unit and the verb tenses they have learned. There is an expectation of creativity for this

activity.


o Comic strip photocopies (15)

o Smart board


o Blank sheets of paper

Set Induction:

Students will be asked to write down the conjugation endings for the conditional tense as

a review. Then students will be asked how they are feeling about the vocabulary and if they

have studied it.

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After set induction, the students will be given a copy of the comic strip, and students will

be asked to take turns reading from it aloud. The students will then be asked to describe what is

happening in the comic, who the characters are and the conversation they are having. This will

be a time to focus on vocabulary and make connections to words they already know and

introduce unfamiliar words. Next, assign the students the activity to complete in class. The

instructions will be available on the Smart Board and read aloud and explained for the students.

o minimum de 8 scènes

o 3 utilisations de conditionnel

o Créer une conversation entre un étudiant et un conseiller d'école

o Vous devez indiquer une profession souhaité et ce qui doit être étudié afin d'y parvenir.

o Vous pouvez travailler en groupes de 2-3

I will be walking around to answer any questions and guide the students if needed. The students

will be encouraged to be creative, straying away from copying the model.

Assessment/Closure:

If there is time at the end of the class, the students will come up to the front of the class

and present their comics. The measurable components will be assessed based on the correct verb

tense and appropriate vocabulary usage as well as compliance with the instructions. Creativity is

also essential in this.

Reflection:

Students may show some resistance to the activity but will work well together. They may

also try to copy the same format as the comic strip given to them. Encourage them to be creative

and original.

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Lesson Plan III: Topic and Materials

This lesson is Day 4 of the Activities and Materials outline and it is the day they will be

engaging in conversation about a social issue within the sphere of education. Leading up to this

day, the students will have been introduced to the new vocabulary, objectives and essential

questions of the unit, and they will have practiced using it in a creative activity. This lesson plan

meets the essential questions by requiring students to analyze an article that questions the role of

sexism in education and career pursuits. The objective of this lesson is: Students will be able to

read and discuss, in pairs, the main point of the given article and share at least one related thing

with the class.

All of the students in this class are on track to graduate from high school and apply to a

four-year university. Students will be asked to critically think about their current and future

education and potential career paths. This activity is designed to promote classroom

conversation and communication between students about personal and cultural opinions

regarding education and careers. Scaffolds I am building into the lesson are to connect the

activity with things they already know and what they have been learning in the past few days or

weeks. The article the students will be reading addresses the observation of sexism within

school books. The students will be asked to think about whether this is an issue and if it is

something that can be addressed.

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L'université et carrière: Day 4 Grades

10-12

On lit les journaux Level 3

30 minutes


The students have been learning vocabulary for a unit on education and careers,

practicing conditional and future tenses, and applying these in specific exercises. In this lesson,

students will be generating discussion based on their previous knowledge and opinions of the

content of an article given to them. Students will read the article in pairs, discuss with their

partner and write their own 3-2-1. The class will reconvene to share what they found out and

questions they still have.

o Objective: Students will be able to read and discuss, in pairs, the main point of the given

article and share at least one related thing with the class.


o ACTFL Interpersonal Communication, Novice High

o ACTFL Interpretive Reading, Novice High




Methods of Inquiry:

Students will be expected to recognize the stereotypes within the French language and

careers idealizations of men and women. They will be encouraged to reflect on whether or not

this distinction affects their own thoughts toward pursuing fields of study and careers.


o Smart board


o Article copies (15)

o PowerPoint of 3-2-1

Set Induction:

Students will be asked at the beginning of the class if they have been reading the news.

Students will have an opportunity to share what they have been following in world events as well

as learn some new vocabulary they might not already have as they describe these events.


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After the set induction, students will be given the article and asked to split into pairs in

which they will read and discuss the article. With their partner they will be asked to write a 3-2-

1 and be ready to ask their questions to the rest of the class in a discussion.

The instructions are as follows:

Mettez-vous en groupes et lisez l’article ensemble.

Prenez des notes sur votre papiers et après, écrivez un 3-2-1. Si vous avez besoin de

utiliser votre dictionnaire, écrivez les définitions sur votre papiers.

3 – choses que vous avez découvert

2 – choses que vous avez trouvé intéressants

1 – question vous avez encore

On their worksheet they will also be asked to write down any words and definitions they

needed to look up in the dictionary. When they have completed these tasks, I will gather the

attention of the class to go over what they have discovered in the article. Unfamiliar words will

be written and deconstructed on the board for further clarification. The discussion on the article

will begin with a student asking a question they have and other students giving their answers.

Assessment/Closure:

The students will be encouraged to mark up their articles with underlining important

phrases or words they did not understand. Based on their notes and answers in their 3-2-1, this

will allow me to see how well they are able to comprehend the article's content while reading at

this level. As a final reflection, the students will be asked what they think of the article's position

and whether or not they agree with it.

Reflection:

Students may spend too much time looking up words for an exact translation of the

article instead of understanding the main points and investigating unfamiliar words on the side.

As the teacher, I need to be cautious of offering too much of my own opinion. This activity is

intended for student discussion with my direction.

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http://www.lexpress.fr/education/stereotypes-sexistes-des-manuels-scolaires-loin-d-etre-

innocents_1721493.html

Ici c'est une partie d'un article, «Stéréotypes sexistes: des manuel scolaires loin

d'être innocent» du journal, l'Express. 06/10/2015

Premier élément de cette étude: dans les manuels de CP, les figures féminines adultes

sont sous-représentées. Ainsi, sur les 13 025 personnages sexués présents dans les

manuels épluchés par les deux auteures du rapport, seuls 36,1% sont des femmes. La

parité n'est pas atteinte non plus chez les personnages enfantins: 39% de filles, pour

61% de garçons. Pas mieux non plus quand il s'agit de personnages réels: seuls 33,8%

d'entre eux sont des femmes.

Quelques chiffres tirés de l'étude:

45,5% de femmes parmi les personnages travaillant dans

l'enseignement, et 31,1% des personnages travaillant dans les services,

96,6% d'hommes parmi les personnages exerçant des métiers scientifiques

33,2% de sportives vs 66,8% de sportifs

33,2% de reines vs 66,8% de rois

97,7% de sorcières vs 2,3% de sorciers

Les auteures de l'étude ont également remarqué que les enseignants qui rédigent ces

manuels (majoritairement des femmes) résistent encore fortement à la féminisation des

mots, qu'il s'agisse des noms de métiers ou autre. Point de "professeure" ou d'

"auteure" dans les manuels de CP, même quand la professeure est une femme -

comme dans plus de 82% des écoles françaises. De même, certains manuels aiment à

mettre en scène, à travers les consignes "le maître", mais jamais "la maîtresse", pas

plus que "le maître ou la maîtresse".

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Textbook Evaluation

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Reflection

The most successful approaches to learning foreign languages have required students to

be engaged and active in their learning. When students are able to create within the language,

they are better communicators. An emphasis should be put on student interactions with peers

and teachers to build meaningful experiences and means of practical application of the target

language. Studying a foreign language introduces students to entirely new experiences, even if

they do not pursue fluency. Examining any form of communication helps learners to better

understand one another and discover more about their own interests. Learning language also

includes culture. Students will have the opportunity to learn about different family holiday

traditions, communicate if they visit the country, and talk to speakers of the target language in

their own country. Culture invites learners to share experiences with others and recognize

different patterns of living so we can all see a little more of the world through the eyes of

another.

With advances in technology, there are more opportunities and advantages to learning

languages now more than ever. However, this also poses a challenge to the integrity of our

learners. Students may spend too much time looking up words for an exact translation of what

they are reading instead of understanding the main points and investigating unfamiliar words on

the side. We must encourage them to uses these resources responsibly and model for them how

beneficial it is to master a language.

foreign language teaching methods: unit plan allyson kulmayer … · the activities and materials i...

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