goal: the student will interact on physical activities and
TRANSCRIPT
Day 1-3 (3/18-3/20)
Subject and Level: French 2
IPA Scenario/G.R.A.S.P.
Goal: The student will interact on physical activities and routines
Product: the student will produce a dialogue about physical activities and routines
Criteria: The student will use vocabulary and grammatical structures learned to write his
dialogue. The student must be precise and concise.
Can-do Statements:
I can List my daily physical activities
I can talk about the routines I use in my daily physical activities
I can stress on the benefits of physical activities
Resources: (websites and links)
*Assessment: (Link to the rubric to successfully complete each task)
Interpersonal and presentational assessment packets sent home
*Blue print shows alternative for traditional printed paper assignment (packet) which does not require
internet access.
Time Activity Description
2’ Cultural video This video is in French. Students watch o
2’ - 3’ Video discussion Students answer the discussion questions posted by the teacher.
5’ Vocabulary/Structured Practice (Warm-up)
Review of physical activities vocabulary o Quizlet - writing o Unscramble words/sentences o Labeling pictures
10’ Prior Knowledge Activation o K/W/L Charts Link - KWL in the Target Language (TL) o True of false questions and correct false statements in the TL.
25’ Interpersonal
Speaking
Production: Model dialogue provided by the teacher. Students write and role- play their own dialogues.
Writing.
Speaking
Writing
Students will read or listen to one of their peer’s presentation and: o write a positive comment, o ask a question, o ask for clarification, o answer questions, o Etc.
*Provide students with printed word banks and study guides to be used as reference materials.
Model dialogue
Quelle activite physique fais-tu? Je fais du yoga. Et toi?
Je fais du jogging. Je n’aime pas le yoga. Pourquoi?
Je ne sais pas. Ca ne m’interesse pas. A chacun son gout. Quels sont les bienfaits du sport?
Le sport assure une bonne sante. Je suis d’accord. Mais le sport violent…
Je n’aime pas le sport violent. Okay. On se revoit tres bientot.
Au revoir et prends soin de toi. Toi aussi.
Day Two - Presentational and Interpersonal Lesson
Update 3.17.20
Lesson Plan Template (Presentational Speaking/Writing – Interpersonal Writing/Speaking)
Subject and Level: French exploratory
IPA Scenario/G.R.A.S.P.
Goal:The student has to present a foreign culture
Product: The student wil produce a brochure or a PowerPoint presentation of a foreign
culture
Criteria: The student will be judged on how well he/she uses words and grammatical
structures to make an acceptable presentation.
Can-do Statements:
I can use a brochure/PowerPoint presentation
I can use language to communicate
Resources: (websites and links)
*Assessment: (Link to the rubric to successfully complete each task)
There is an ESOL student in your world language class and you get along with them really well. Their
family owns a local restaurant and they would like for you to come. When you go to the restaurant, you
see a wide variety of foods on the menu and there are many dishes you do not recognize. See if you can
learn more about your new friend and their culture
Activities:
*Blue print shows alternative for traditional printed paper assignment (packet) which does not require
internet access.
2’ Cultural video Play the video”Explore French culture”
2’ - 3’ Video discussion Students answer the discussion questions posted by the teacher.
5’ Vocabulary/Structured Practice (Warm-up)
Name five classroom objects in the target language, then use each of them in a sentence.
10’ Prior Knowledge Activation . What do you know about culture?
25’ Presentational
Speaking
Writing
Students use project outlines they were given to complete their projects. Early finishers may do assignments on worksheets.
Update 3.17.20
.
Students will complete their projects or work on assignments attached to this lesson plan.
*Provide students with printed word banks and study guides to be used as reference materials.
Day Two - Presentational and Interpersonal Lesson
Day 1-3 week of 3/23-3/25
Lesson Plan Template
IPA Scenario/G.R.A.S.P.
Goal: The student has to entertain the audience about healthy and unhealthy lifestyles
Product: A brochure/PowerPoint presentation of healthy and unhealthy lifestyles
Criteria for success:
Can-do Statements:
I can present healthy and unhealthy lifestyles to a public of French speakers
I can use PowerPoint to make my presentation
I can use vocabulary and structured related diets
Resources: (websites and links)
*Assessment: (Link to the rubric to successfully complete each task)
A L A R G E G R O U P O F I M M I G R A N T S F R O M A N A F R I C A N F R E N C H - S P E A K I N G H A S
J U S T S E T T L E D I N Y O U R C O M M U N I T Y . B E C A U S E Y O U H A V E B E E N S T U D Y I N G
F R E N C H F O R F E W Y E A R S , Y O U H A V E B E E N C H O S E N T O P R E S E N T I N F O R M A T I O N
A B O U T H E A L T H Y A N D U N H E A L T H Y L I F E S T Y L E S I N T H E U S A .
*Blue print shows alternative for traditional printed paper assignment (packet) which does not require
internet access.
2’ - 3’ Unit 3 project Unit 3 project.
5’ Vocabulary/Structured Practice (Warm-up)
activities
10’ Prior Knowledge Activation o K/W/L Charts Link - KWL in the Target Language (TL) on
benefits of physical activities.
*If assignments are given on paper packets, select written format only.
10’ Interpersonal Communication
Unit project completion or activities on worksheets
*Provide students with printed word banks and study guides to be used as reference materials.
Day Two - Presentational and Interpersonal Lesson
Day 1-2 (3/16 – 3/17)
Subject and Level: French 2
I PA Scenario/G.R.A.S.P.
The student will interact on physical activities and routines
Product: the student will produce a short a letter to his/her French pen pal about physical
activities and routines
Criteria: The student will use vocabulary and grammatical structures learned to write the letter.
The student must be precise and concise.
Can-do Statements:
I can write a simple letter in French
I can use the conventions of French language to write my letter
Resources: (websites and links)
*Assessment: (Link to the rubric to successfully complete each task)
*Blue print shows alternative for traditional printed paper assignment (packet) which does not re
internet access.
Time Activity Description
2’ A sample of letter in French Teacher asks students to name means of communication
2’ - 3’ What is a letter and why is it important?
Students answer the discussion questions posted by the teacher.
5’ Vocabulary/Structured Practice (Warm-up)
Donnez cinq activites physiques avec leurs bienfaits.
10’ Prior Knowledge Activation o K/W/L Charts Link - KWL about letters
25’ Presentational Production:
Speaking
Writing *If assignments are given on paper packets, select written format only.
Review your IPA goal and/or your G.R.A.S.P. Link: quizlet krismou1990 les activites physiques et les routines, write
10’ Interpersonal Communication
Write your letter using the model.
*Provide students with printed word banks and study guides to be used as reference materials.
Quand j'ai froid, je me mets au chaud. When I am cold, I get warm.
Quand j'ai mal à la tête, je prends des médicaments. When I have a headache, I take medicine.
Quand je veux perdre du poids, je mets au régime. When I want to lose weight, I get on a diet. Quand je veux être en bonne santé, je fais
des activités physiques.
When I want to be healthy, I do physical activities.
Pour m'entraîner pour la première, je dois avoir un objectif. To work-out for the first time, I need to have a goal.
Quand je suis malade, je vais à l'hôpital. When I sick, I go to the hospital.
Day Two - Presentational and Interpersonal Lesson
Pour la première règle d'hygiène, se laver toujours les mains. For the first rule of hygiene, always wash your hands.
Pour être en bonne santé, il faut manger équilibré. To be healthy you must have a balanced diet.
Je dois faire du cardio pour garder ma santé. I have to do cardio to keep my health.
Pour être heureux, je dois avoir de bonnes habitudes alimentaires. To be happy, I must have good eating habits.
Pour m'exercer, je fais des pompes. For exercise, I make push ups
Je saute à la corde pour fondre la graisse I rope-jump to melt the fat.
Day Two - Presentational and Interpersonal Lesson
Update 3.17.20
Subject and Level: French Exploratory
IPA Scenario/G.R.A.S.P.
Goal: The student will identify and describe foods
Product: The student will produce oral and written statements on foods
Criteria for success: The student will be judged on how well he/she uses words and structures
learned to communicate.
I can identify and describe foods
I can make a list of foods in my refrigerator or a shopping list
I can express my likes and dislikes about foods
Resources: (websites and links)
*Assessment: (Link to the rubric to successfully complete each task)
Do all the 5 assignments attached to this lesson plan
Activities:
Time Activity Description
2’ Cultural video This video is in the target language(video above)
2’ - 3’ Video discussion Students will point out foods they discussed in class.
5’ Vocabulary/Structured Practice (Warm-up)
Give six classroom commands in French
10’ Prior Knowledge Activation o K/W/L Charts Link - KWL in the Target Language (TL) about
foods and foods groups
Speaking
Writing
Go to quizlet.com/krismou1990 . select lesson on les gouts et les saveurs Practice: flashcards, learn Review likes and dislikes and apply them to foods
Update 3.17.20
Speaking
Writing
Students will read and complete question on the worksheets”Dans le frigo de Tanisha”
*Provide students with printed word banks and study guides to be used as reference materials.
Vocabulary related to food can be found on www.Quizlet.com/krismou1990 or www.French-
Day 1-3 week of 3/26-3/27
Lesson Plan Template
IPA Scenario/G.R.A.S.P.
Goal: The student will use frequency adverbs
Product: the student will use frequency adverbs to communicate effectively in the target language
Criteria for success: The student will correctly use frequency adverbs, vocabulary and grammatical structures to make sentences
Can-do Statements:
Resources: (websites and links)
www.quizlet.com, krismou10 les adverbes de frequence
*Assessment: (Link to the rubric to successfully complete each task)
Assignment is on worksheet attached to this document.
Activities:
2’ - 3’ Video discussion What is the video about?
5’ Vocabulary/Structured Practice (Warm-up)
o Name five occupation with their functions
10’ Prior Knowledge Activation o K/W/L Charts Link - KWL in the Target Language (TL) on
frequency adverbs.
25’ Presentational
Speaking
Writing
Go to lesson on quizlet”les adverbes de frequence”, see link above. Study lesson and do the following activities: flash cards and learn Go to lesson on quizlet and do the following activities: Spell and write
10’ Interpersonal Communication
Speaking
Writing
Go the test section of quizlet and assess yourself to see as well you are doing in this lesson
Day Two - Presentational and Interpersonal Lesson
Subject and Level: French 2
IPA Scenario/G.R.A.S.P.
Goal: The student will interact on physical activities and routines
Product: the student will produce a dialogue about physical activities and routines
Criteria: The student will use vocabulary and grammatical structures learned to write his
dialogue. The student must be precise and concise.
Can-do Statements:
I can List my daily physical activities
I can talk about the routines I use in my daily physical activities
I can stress on the benefits of physical activities
Resources: (websites and links)
*Assessment: (Link to the rubric to successfully complete each task)
Interpersonal and presentational assessment packets sent home
*Blue print shows alternative for traditional printed paper assignment (packet) which does not require
internet access.
Time Activity Description
2’ Cultural video This video is in French. Students watch o
2’ - 3’ Video discussion Students answer the discussion questions posted by the teacher.
5’ Vocabulary/Structured Practice (Warm-up)
Review of physical activities vocabulary o Quizlet - writing o Unscramble words/sentences o Labeling pictures
10’ Prior Knowledge Activation o K/W/L Charts Link - KWL in the Target Language (TL) o True of false questions and correct false statements in the TL.
25’ Interpersonal
Speaking
Production: Model dialogue provided by the teacher. Students write and role- play their own dialogues.
Writing.
Speaking
Writing
Students will read or listen to one of their peer’s presentation and: o write a positive comment, o ask a question, o ask for clarification, o answer questions, o Etc.
*Provide students with printed word banks and study guides to be used as reference materials.
Model dialogue
Quelle activite physique fais-tu? Je fais du yoga. Et toi?
Je fais du jogging. Je n’aime pas le yoga. Pourquoi?
Je ne sais pas. Ca ne m’interesse pas. A chacun son gout. Quels sont les bienfaits du sport?
Le sport assure une bonne sante. Je suis d’accord. Mais le sport violent…
Je n’aime pas le sport violent. Okay. On se revoit tres bientot.
Au revoir et prends soin de toi. Toi aussi.
Day Two - Presentational and Interpersonal Lesson
Update 3.17.20
Lesson Plan Template (Presentational Speaking/Writing – Interpersonal Writing/Speaking)
Subject and Level: French exploratory
IPA Scenario/G.R.A.S.P.
Goal:The student has to present a foreign culture
Product: The student wil produce a brochure or a PowerPoint presentation of a foreign
culture
Criteria: The student will be judged on how well he/she uses words and grammatical
structures to make an acceptable presentation.
Can-do Statements:
I can use a brochure/PowerPoint presentation
I can use language to communicate
Resources: (websites and links)
*Assessment: (Link to the rubric to successfully complete each task)
There is an ESOL student in your world language class and you get along with them really well. Their
family owns a local restaurant and they would like for you to come. When you go to the restaurant, you
see a wide variety of foods on the menu and there are many dishes you do not recognize. See if you can
learn more about your new friend and their culture
Activities:
*Blue print shows alternative for traditional printed paper assignment (packet) which does not require
internet access.
2’ Cultural video Play the video”Explore French culture”
2’ - 3’ Video discussion Students answer the discussion questions posted by the teacher.
5’ Vocabulary/Structured Practice (Warm-up)
Name five classroom objects in the target language, then use each of them in a sentence.
10’ Prior Knowledge Activation . What do you know about culture?
25’ Presentational
Speaking
Writing
Students use project outlines they were given to complete their projects. Early finishers may do assignments on worksheets.
Update 3.17.20
.
Students will complete their projects or work on assignments attached to this lesson plan.
*Provide students with printed word banks and study guides to be used as reference materials.
Day Two - Presentational and Interpersonal Lesson
Day 1-3 week of 3/23-3/25
Lesson Plan Template
IPA Scenario/G.R.A.S.P.
Goal: The student has to entertain the audience about healthy and unhealthy lifestyles
Product: A brochure/PowerPoint presentation of healthy and unhealthy lifestyles
Criteria for success:
Can-do Statements:
I can present healthy and unhealthy lifestyles to a public of French speakers
I can use PowerPoint to make my presentation
I can use vocabulary and structured related diets
Resources: (websites and links)
*Assessment: (Link to the rubric to successfully complete each task)
A L A R G E G R O U P O F I M M I G R A N T S F R O M A N A F R I C A N F R E N C H - S P E A K I N G H A S
J U S T S E T T L E D I N Y O U R C O M M U N I T Y . B E C A U S E Y O U H A V E B E E N S T U D Y I N G
F R E N C H F O R F E W Y E A R S , Y O U H A V E B E E N C H O S E N T O P R E S E N T I N F O R M A T I O N
A B O U T H E A L T H Y A N D U N H E A L T H Y L I F E S T Y L E S I N T H E U S A .
*Blue print shows alternative for traditional printed paper assignment (packet) which does not require
internet access.
2’ - 3’ Unit 3 project Unit 3 project.
5’ Vocabulary/Structured Practice (Warm-up)
activities
10’ Prior Knowledge Activation o K/W/L Charts Link - KWL in the Target Language (TL) on
benefits of physical activities.
*If assignments are given on paper packets, select written format only.
10’ Interpersonal Communication
Unit project completion or activities on worksheets
*Provide students with printed word banks and study guides to be used as reference materials.
Day Two - Presentational and Interpersonal Lesson
Day 1-2 (3/16 – 3/17)
Subject and Level: French 2
I PA Scenario/G.R.A.S.P.
The student will interact on physical activities and routines
Product: the student will produce a short a letter to his/her French pen pal about physical
activities and routines
Criteria: The student will use vocabulary and grammatical structures learned to write the letter.
The student must be precise and concise.
Can-do Statements:
I can write a simple letter in French
I can use the conventions of French language to write my letter
Resources: (websites and links)
*Assessment: (Link to the rubric to successfully complete each task)
*Blue print shows alternative for traditional printed paper assignment (packet) which does not re
internet access.
Time Activity Description
2’ A sample of letter in French Teacher asks students to name means of communication
2’ - 3’ What is a letter and why is it important?
Students answer the discussion questions posted by the teacher.
5’ Vocabulary/Structured Practice (Warm-up)
Donnez cinq activites physiques avec leurs bienfaits.
10’ Prior Knowledge Activation o K/W/L Charts Link - KWL about letters
25’ Presentational Production:
Speaking
Writing *If assignments are given on paper packets, select written format only.
Review your IPA goal and/or your G.R.A.S.P. Link: quizlet krismou1990 les activites physiques et les routines, write
10’ Interpersonal Communication
Write your letter using the model.
*Provide students with printed word banks and study guides to be used as reference materials.
Quand j'ai froid, je me mets au chaud. When I am cold, I get warm.
Quand j'ai mal à la tête, je prends des médicaments. When I have a headache, I take medicine.
Quand je veux perdre du poids, je mets au régime. When I want to lose weight, I get on a diet. Quand je veux être en bonne santé, je fais
des activités physiques.
When I want to be healthy, I do physical activities.
Pour m'entraîner pour la première, je dois avoir un objectif. To work-out for the first time, I need to have a goal.
Quand je suis malade, je vais à l'hôpital. When I sick, I go to the hospital.
Day Two - Presentational and Interpersonal Lesson
Pour la première règle d'hygiène, se laver toujours les mains. For the first rule of hygiene, always wash your hands.
Pour être en bonne santé, il faut manger équilibré. To be healthy you must have a balanced diet.
Je dois faire du cardio pour garder ma santé. I have to do cardio to keep my health.
Pour être heureux, je dois avoir de bonnes habitudes alimentaires. To be happy, I must have good eating habits.
Pour m'exercer, je fais des pompes. For exercise, I make push ups
Je saute à la corde pour fondre la graisse I rope-jump to melt the fat.
Day Two - Presentational and Interpersonal Lesson
Update 3.17.20
Subject and Level: French Exploratory
IPA Scenario/G.R.A.S.P.
Goal: The student will identify and describe foods
Product: The student will produce oral and written statements on foods
Criteria for success: The student will be judged on how well he/she uses words and structures
learned to communicate.
I can identify and describe foods
I can make a list of foods in my refrigerator or a shopping list
I can express my likes and dislikes about foods
Resources: (websites and links)
*Assessment: (Link to the rubric to successfully complete each task)
Do all the 5 assignments attached to this lesson plan
Activities:
Time Activity Description
2’ Cultural video This video is in the target language(video above)
2’ - 3’ Video discussion Students will point out foods they discussed in class.
5’ Vocabulary/Structured Practice (Warm-up)
Give six classroom commands in French
10’ Prior Knowledge Activation o K/W/L Charts Link - KWL in the Target Language (TL) about
foods and foods groups
Speaking
Writing
Go to quizlet.com/krismou1990 . select lesson on les gouts et les saveurs Practice: flashcards, learn Review likes and dislikes and apply them to foods
Update 3.17.20
Speaking
Writing
Students will read and complete question on the worksheets”Dans le frigo de Tanisha”
*Provide students with printed word banks and study guides to be used as reference materials.
Vocabulary related to food can be found on www.Quizlet.com/krismou1990 or www.French-
Day 1-3 week of 3/26-3/27
Lesson Plan Template
IPA Scenario/G.R.A.S.P.
Goal: The student will use frequency adverbs
Product: the student will use frequency adverbs to communicate effectively in the target language
Criteria for success: The student will correctly use frequency adverbs, vocabulary and grammatical structures to make sentences
Can-do Statements:
Resources: (websites and links)
www.quizlet.com, krismou10 les adverbes de frequence
*Assessment: (Link to the rubric to successfully complete each task)
Assignment is on worksheet attached to this document.
Activities:
2’ - 3’ Video discussion What is the video about?
5’ Vocabulary/Structured Practice (Warm-up)
o Name five occupation with their functions
10’ Prior Knowledge Activation o K/W/L Charts Link - KWL in the Target Language (TL) on
frequency adverbs.
25’ Presentational
Speaking
Writing
Go to lesson on quizlet”les adverbes de frequence”, see link above. Study lesson and do the following activities: flash cards and learn Go to lesson on quizlet and do the following activities: Spell and write
10’ Interpersonal Communication
Speaking
Writing
Go the test section of quizlet and assess yourself to see as well you are doing in this lesson
Day Two - Presentational and Interpersonal Lesson