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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

W.9-10.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Explain the pronunciation rules
Spell words using the French alphabet and accents
Use pronunciation rules, the alphabet (knowledge of accents to pronounce a new word is next lesson)

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

The French Alphabet
Differences between French and English vowels
Pronunciation rules

Vocabulary:
Vowel / une voyelle
Consonant / une consonne
Alphabet / l`alphabet

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How do you pronounce the alphabet in French?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Introduce the Lesson Essential Question. Underline the word pronounce. Circle the word alphabet. Annotate both words for students by adding the English/French translation for both as a branch from the question.

Teacher will pronounce the alphabet, instructing students to listen and compare/contrast to other alphabets they know.

Think-Pair-Share: Discuss your ideas with your partner. Collect ideas from class.
Key Vocabulary (for explicit instruction):
Vowel / une voyelle
Consonant / une consonne
Alphabet / l`alphabet

Vocabulary Strategy:
ABC Matrix: English / French / Pronunciation Cue (visual or auditory)

Previewing (what, who, when):
Struggling Students: Preview the vowels in French and compare to vowels in English. Students work with a partner to make the vowel sounds into a song or rap.

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

ABC Matrix

Previewing (what, who, when):
Add vowels to chart after previewing them with struggling students and include pronunciation cue.

Scaffolding (what, who, when):
Partially completed matrix.

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Introduce the French pronunciation rules for vowels as an Anchor chart. Teacher will pronounce the alphabet with students repeating, beginning with the vowels. French voyelles are tense. Teacher will pronounce the letter “o” in English and in French. Students will respond.

Think and Sketch: What is done with the mouth? Draw a visual to show the mouth position for the French voyelle “o” on the ABC matrix organizer.

Continue for the remaining vowels. Keep adding to the ABC matrix.

Previewing (what, who, when):

Scaffolding (what, who, when):
Partially completed matrix.

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

How do the French vowels differ from the English Vowel sounds? Create a video using Flipgrid to explain the difference between the two.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Introduce the French pronunciation rules for consonants as an Anchor chart. Teacher will pronounce the alphabet with students repeating. Add each consonant as English and French to the ABC Matrix, and a pronunciation cue (visual or auditory).

Show students the Standard Deviants video, Part 1 (7 minutes). Use choral repetition with video so students may practice each consonne.

Student will practice pronunciation of each consonant by watching the video again, but this time with the sound off. Students will take turns practicing and peer coaching. Repeat for two to three rounds.

Previewing (what, who, when):
Struggling Students: Visit The French Tutorial to practice pronouncing consonants. Make a list of each letter that you feel is difficult to pronounce. Turn in your list to the teacher at the end of the preview.

Scaffolding (what, who, when):

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

How do you say the alphabet in French? Create a video using Flipgrid to explain the difference between the two.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Spelling with white boards: teacher spells a word and students write it on a board. The teacher then says the word and the class repeats it.

Using the ABC matrix, students work with a partner to spell each word on Vocabulary List #1 in French.

Pairs Square: In groups of four, check your spelling of each vocabulary word. Practice pronouncing each word correctly in French.

Previewing (what, who, when):

Scaffolding (what, who, when):

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

How do you spell a word using French letters? Choose three words from Vocabulary List #2 to spell correctly in French. Write a note to the teacher to share what is the most challenging part of spelling in French so far.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

Answer the Lesson Essential Question: How do you pronounce the alphabet in French?

Oral alphabet quiz and spelling of French name and random word(s).

Use the ABC Matrix to write a Letter to an Absent Student about six of the letters that you feel are the most challenging to say. Explain why they are challenging and how you have learned to say them correctly.

Differentiated Assignment for Struggling Students:
Students may reduce the number to four letters.

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