SINGLE SUBJECT CREDENTIAL

PROGRAM
LESSON PLAN FORMAT
With Common Core, Co-Teaching, and Technology

Revised 7.1.13

UNIT TITLE

LESSON TITLE

In My World

The verb "avoir" and le, la, l', les

CANDIDATE NAME

DAY

PERIOD

ROOM

Rebecca Alder

06/20/15

TBA

TBA

SCHOOL

SUBJECT

GRADE

Potential High School

French 1

9/10

EQUIPMENT

AND

RESOURCES

Whiteboard, markers, powerpoint, Youtube, paper cutouts of red lips and mustaches
CO-TEACHING STRATEGIES/SUMMARY **VIEW
THAT

THE ATTACHMENT FOR DEFINITIONS AND EXAMPLES (CHECK ALL

APPLY AND SUMMARIZE WHO WILL DO WHAT)

Microsoft Word 97 2003 Document

SUPPLEMENTAL
TEAM TEACHING
TEACHING
OBSERVE
DIFFERENTIATED
NOT APPLICABLE
ONE TEACH, ONE ASSIST
TEACHING
One teacher will be giving most of the lesson, while the other teacher walks around and makes sure
students are taking proper conjugation notes.
INSTRUCTIONAL FORMATS UTILIZED (CHECK ALL THAT APPLY; **SEE EXAMPLES AND DEFINITIONS AT
HTTP://OLC.SPSD.SK.CA/DE/PD/INSTR/DIRECT.HTML)
DIRECT INSTRUCTION
INTERACTIVE INSTRUCTION
INDEPENDENT STUDY/PRACTICE
ONE TEACH, ONE

STATION TEACHING
PARALLEL TEACHING

EXPERIENTIAL LEARNING
ENGAGEMENT

AND

SIOP STRATEGIES UTILIZED

(SIOP MODEL STRATEGIES

INCORPORATED FROM THE SIOP INSTITUTE,

PEARSON ACHIEVEMENT SOLUTIONS, 2005)

MOTIVATION

SCAFFOLDING

ADAPTATION OF CONTENT
LINK TO STUDENT EXPERIENCES
LINK TO PRIOR LEARNING
IDENTIFY KEY VOCABULARY
COMMUNICATION PROCESSES
READING
WRITING
SPEAKING
LISTENING
VISUAL
DIGITAL
USE

OF

TECHNOLOGY

GROUPING

MODELING IN MULTIPLE WAYS

USE OF WAIT TIME
COMPREHENSIBLE INPUT
APPLICATION/REPRESENTATION

WHOLE CLASS
SMALL GROUPS
INDIVIDUAL
WRITTEN
ORAL

HANDS-ON
MEANINGFUL
LINKED TO OBJECTIVES
PROMOTES ENGAGEMENT
BY

TEACHER

USE

OF

WHOLE CLASS
SMALL GROUPS
PARTNERS
INDIVIDUAL
ASSESSMENT/FEEDBACK

TECHNOLOGY

BY

STUDENTS

Powerpoint presentation and Youtube video

Students will not be using technology in this lesson
presentation
CA CONTENT STANDARD (CLICK STANDARDS AND SELECT YOUR CONTENT AREA)
Content:
1.1 Students address discrete elements of daily life, including:
b. Family and friends
c. Pets
Communication:
1.0 Students use formulaic language (learned words, signs [ASL], and phrases).
1.1 Engage in oral, written, or signed (ASL) conversations.
COMMON CORE STANDARD (FOR AN EXPLANATION OF THESE NEW STANDARDS CLICK ON ELA
AND

AND

LITERACY IN H/SS

S OR MATH)

N/A
BEHAVIORAL OBJECTIVE(S)

(WHAT WILL STUDENTS KNOW AND BE ABLE TO DO? CONNECT TO STANDARDS) REMEMBER

S.W.B.A.T.

Students will:
Properly conjugate the verb "avoir"
Identify various uses of the verb "avoir"
Distinguish between phrases that use "avoir" and phrases that use "tre"
Identify masculine and feminine nouns using definite articles
LESSON INTRODUCTION/ANTICIPATORY SET/ACCESS OF PRIOR KNOWLEDGE (HOW

WILL

YOU ACCESS PRIOR

KNOWLEDGE AND ENGAGE STUDENTS?)

We will introduce the lesson with a brief review of "tre," the verb "to be," from the previous lesson. We
will then discuss how not every phrase that uses "to be" in English also uses "to be" in French. We will do
an anticipatory activity, "To be or not to be?" wherein several phrases are written in English on the board,
and students vote on if they think each one uses "tre" or not. The ones that do not are phrases that use
"avoir" instead. Spanish-speaking students will have an edge in this activity and will be called on to explain
how they knew which phrases do not use "tre." After noting the similarities between the two languages,
we will begin the lesson on "avoir."
LESSON BODY (WHAT WILL TEACHER AND STUDENTS DO THROUGHOUT THE LESSON?)
TIME IN MINUTES
WHAT TEACHER(S) DO
WHAT STUDENTS ARE ACTIVELY DOING
Present the new verb "avoir" using a brief
powerpoint presentation. The presentation
will include the various conjugations of
avoir for each subject pronoun, as well as
avoir's use in phrases that translate to "I
have" or "I am" (as in "I am hungry" or "I
Taking notes, asking questions where they
am fifteen years old"). Many French
are confused, and noting similarities
phrases use the verb "to have" where the
10
between how the verb is used in French
English would use "to be." In French, you
compared to English or other languages
are not hungry, you have hunger. The
they may know such as Spanish
difference is crucial. In order to drill this in
a fun, easy to understand way, the
teacher would remind them of the
common "dad joke" where the child says
"I'm hungry" and the father says "Hi
hungry, I'm dad!"
10
Teachers will hand out the interview
Asking and answering interview questions
question prompts and instruct students to
while properly using and conjugating the
partner up and ask/answer the questions.
new verb they learned.
Each of the questions will use some form
of the verb "avoir," and each of the

10

10

responses must be properly conjugated.

For example, "Quel age as-tu?" "J'ai quinze
ans." The teachers will model the example
question so that the students understand
the task. Questions will include asking for
information about family members and
pets, such as "Do you have a dog?" or
"How old is your brother?"
Hand out practice worksheets that include
a review of "tre" from the day before as
well as the new verb "avoir." Teachers will
then walk around the room and monitor
how the students are doing, stopping
every now and then to clarify any major
recurring confusions.
Explain when to use the articles le, la, les,
and l', and easy ways to tell whether an
object is masculine or feminine. This will
be a short, traditional whiteboard lecture.
Play "lipstick or mustache" with the
students. This activity will also tie in with
the next day's lesson on indefinite articles.
The teacher will point out an object in the
room and then call on a student to
properly label the object with either a
mustache (le), a pair of red lips (la),
multiple mustaches or red lips (les, masc.
or fem.), or half or a mustache or red lips
(l', masc. or fem.). The teacher will ask the
rest of the class if they agree with the
student's choice before moving on. This
activity will introduce new classroom
vocabulary such as the words for "desk,"
"chair," "table," "door," etc.

Completing the worksheet to the best of

their ability, differentiating between
phrases that use "avoir" and phrases that
use "tre," utilizing their notes when
necessary and asking for help from a
teacher or peer when they need to.
Taking notes and asking questions if or
when they are confused

Students are properly labeling the objects

if they are called on to do so, identifying
whether the object is masculine or
feminine. They will also be introduced to
some new vocabulary. The rest of the class
watches the student make his or her
choice and compares it to what they would
have chosen. If any student disagrees with
the choice made, he or she will justify the
disagreement with a logical explanation of
how he or she came up with a different
answer.

LESSON CLOSURE

(HOW WILL YOU HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? REMEMBER
LESSON CLOSURE IS NOT ASSIGNING HOMEWORKIT IS TYING UP YOUR LESSON.

We will close the lesson by listening to a French song that will help the students remember how to spell
and conjugate the verb avoir. It is the "Avoir II" song by the Canadian singer tienne. We will listen and go
over it several times. It is styled as a rap song, so students will be entertained and be able to pick up the
rhythm.
STUDENTS PRESENT AND LESSON ADAPTATIONS (SPECIFICALLY EXPLAIN WHICH STRATEGIES FROM THE EL
READINGS, SIOP, SPECIAL ED INFORMATION YOU USED TO ADA[PT INSTRUCTION FOR THEIR SPECIFIC NEED(S).
ENGLISH LEARNERS
STRUGGLING READERS
STUDENTS WITH SPECIAL NEEDS
GATE STUDENTS
To support English learners:
The anticipatory activity in this lesson will be fairly easy for those who speak Spanish, as the languages
are similar and follow similar rules. They will be called on to explain how they knew the correct answer and
how they were able to draw from their own knowledge of Spanish to inform their decision. Other activities
will be done in partners, so they can practice speaking with someone else and have that peer support. The
mustache and lipstick activity relies on the paper cutouts to symbolize masculine and feminine labels, and
will be easy for English learners to understand.
To support struggling readers:
Struggling readers will also be helped by the partner interview activity. They will have support from a peer
if they don't understand what the instructions are asking, as well as the teacher modeling example to

demonstrate what is being asked of them. The lipstick or mustache activity will also be helpful to
struggling readers as it is a very hands-on approach to differentiating between masculine and feminine
nouns. The closing song will be especially helpful to struggling readers as it will provide a simple way to
remember conjugations and proper spelling.
To support students with special needs:
Students with special needs will benefit in many ways similar to English learners and struggling readers.
There will be constant support from teacher monitoring, especially during individual activities. They will
also have the support of their peers during the partner activity.
To support advanced or GATE students:
Advanced students will benefit from the flexibility of the interview activity. They will be able to make up
their own questions if they find they are getting through the interview questions too quickly or easily. This
will provide the challenge of spontaneously creating language if they feel they are ready for it.
ASSESSMENT STRATEGIES
TYPE
DESCRIPTION
PURPOSE
USE TO INFORM RE-TEACHING
"To be or not to be" activity
Reinforce yesterday's
If students miss an "tre"
in which students will
lesson while setting up an
phrase that we have
ENTRY-LEVEL
decide whether or not a
introduction of our new
already gone over, we will
phrase uses the verb
verb
talk about it again.
"tre" in French.
If the teacher hears
Ensure that studens are
Teachers will monitor
students constantly
understanding the new
PROGRESS
student interview activity,
mispronouncing words or
verb and gaining
MONITORING
as well as the completion
using improper
confidence in their
of the practice worksheet.
conjugations, the material
speaking and writing skills.
will be reviewed.
Confirm that students
know which phrases that
If students do poorly on
Quiz the next day on "tre" use "to be" in English
the quiz, the material will
EXIT OR SUMMATIVE
vs. "avoir."
actually use "to have" in
be heavily reviewed before
French, and that they know the unit test.
how to properly conjugate.
FOLLOW UP ON ASSIGNMENTS/LINK TO NEXT LESSON
In the next lesson, we will be discussing indefinite articles (un, une, des), so we will again be discussing
masculine and feminine objects. There will also be a quiz on avoir vs. tre at the start of the next lesson.
CONTINGENCY PLANS
HOW TO SHORTEN
I can give the students less time to conduct their interviews.
LESSON
I can spend more time on the definite articles if students are confused, or we can
HOW TO LENGTHEN
continue playing lipstick or mustache and identify some new vocabulary for things
LESSON
around the room.