Content:
I.1.1.i:
School,
classroom,
schedule,
subjects,
numbers,
time,
directions.
Communication:
I.1.0:
Students
use
formulaic
language
(learned
words
and
phrases).
I.1.1.
Engage
in
oral
and
written
conversation.
I.1.2.
Interpret
written
and
spoken
language.
I.1.3.
Present
to
an
audience
of
listeners.
I.1.5.
Identify
learned
words
and
phrases
in
authentic
texts.
Culture:
I.1.0.
Students
use
appropriate
responses
to
rehearsed
cultural
situations.
I.1.2.
Recognize
similarities
and
differences
in
the
target
cultures
and
between
students'
own
cultures.
Structures:
II.2.0.
Students
use
sentence-level
elements
(morphology
and
syntax
or
both)
to
understand
concrete
and
factual
topics.
II.2.1.
Use
sentence-level
elements
(morphology
or
syntax
or
both)
to
produce
informal
communications.
Unit
Goals:
Students
will
analyze
and
memorize
the
vocabulary
associated
with
time
and
days
-
Students
will
research
the
life
of
a
historical
French-speaking
celebrity
and
imagine
that
person's
schedule
for
a
week
using
research
about
the
era
Unit
Summary:
This
unit
will
prepare
students
for
understanding
and
telling
time
as
well
as
for
describing
schedules
(daily
and
weekly
schedules).
Therefore,
after
reviewing
numbers
and
key
verbs
("to
be"
and
"to
have"),
students
will
learn
the
sentence
structures
for
time.
French
people
use
an
"ordinary"
system
for
generic
communication
about
time
and
an
"official"
system
to
tell
time,
more
commonly
for
appointments,
travelling
(departure/arrival
times),
and
events
(sports,
TV
shows,
movie
times,
etc.).
Since
both
systems
are
used
every
day,
students
must
acquire
the
knowledge
of
and
proficiency
for
both
of
them.
Just
as
with
English,
some
time
structures
involve
appending
the
phase
of
the
day
to
the
time
(e.g.
3
o'clock
in
the
morning,
10
o'clock
at
night).
This
will
bring
students
to
the
next
stage
of
the
class:
schedules.
From
phases
of
the
day
to
days
of
the
week,
this
unit
will
ensure
that
students
can
tell
the
time,
use
expressions
of
time,
and
describe
activities
that
typically
appear
in
daily
and
weekly
schedules.
Assessment
Plan:
Entry-Level:
Formative:
Summative:
Semantic
A
nalysis:
e
xamine
t
he
f
eatures
o
f
t
his
u
nit's
v
ocabulary
Exam:
telling
time
and
.
Fill-in
the
blanks:
review
of
present
tense
(etymological
patterns,
cognates,
mnemonics)
schedules
of
verbs
"to
have"
and
"to
be"
.
Matching
game:
connect
numbers
to
their
spell-out
names
.
Shout
out:
students,
upon
being
called,
says
numbers
from
0-60
Lesson
1
Student
Learning
Objective:
ability
to
understand
and
say
the
time
in
the
"ordinary"
system.
Acceptable
Evidence
(Assessments):
in-
class
Q&As,
exit
cards,
Quizlet
practice
scores.
Lesson
Activities:
Warm-up:
teaser
with
a
6-minute
movie
clip
of
the
clock
tower
scene
of
Retour
vers
le
future
(Back
to
the
Future
1).
Next,
digital
lecture
on
time
(1st
part),
including
(as
the
lecture
opener)
the
study
of
a
list
of
time
sentence
structures
to
spot
patterns
and
guess
the
system.
Next,
drill
using
a
toy
clock
with
moveable
hands,
oral
Q&A
on
time.
Wrap-
up:
students
in
pairs
create
mini
skits
around
the
question,
"quelle
heure
est-il?"
("What
time
is
it?")
Lesson
2
Student
Learning
Objective:
ability
to
understand
and
say
the
time
in
the
"official"
system.
Lesson
3
Student
Learning
Objective:
ability
to
share
one's
schedule
on
a
given
day
and
a
given
week.
Acceptable Evidence:
Lesson Activities:
Warm-ups:
teacher
utters
a
series
of
times
and
students
must
write
them
all
down
in
number
form
(answers
written
on
board);
next,
using
a
time
zone
map
and
table
teacher
asks
students
what
time
it
is
in
other
parts
of
the
world.
Main
lesson:
lecture
on
time
(2nd
part)
"official"
system.
Setting
the
context
for
the
need
for
accurate
communication
(no
confusion
between
morning
and
afternoon
hours),
comparison
with
military
time
practiced
in
USA.
Drill:
sequence
of
images
of
digital
clock
times.
Practice
activity:
reading
timetables.
Wrap-up:
with
a
map
of
Paris
and
its
famous
landmarks,
over
which
appears
the
charted
itinerary
of
a
DHS
courier
with
time
stamps
for
each
stop,
students
in
teams
of
three
play
a
game
where
they
must
say
the
time
after
one
of
them
prompts
the
other
two
with
the
name
of
one
of
the
stops
of
the
courier.
Acceptable Evidence:
Lesson Activities:
Warm-up:
quiz
on
expressions
of
time.
Main
mini-lesson
#1:
phases
of
the
day.
Practice:
telling
time
with
the
phase
of
the
day
(the
full
"ordinary"
system).
Drill:
sequence
of
images
of
clock
times
and
phases
of
the
day.
Main
mini-lesson#2:
days
of
the
week.
Analysis
of
vocabulary
(etymology,
patterns,
exceptions).
Instructions
and
demo
for
graphic
organizer
project.
Wrap-up:
students
question
and
answer
each
other
about
the
schedule
of
leaders
of
the
Francophone
world
(e.g.
Canadian
Prime
Minister,
Kings
of
Belgium
and
Morocco,
French
President,
etc.).
Unit
Resources:
.
clock
with
moveable
hands
.
timetables
(for
buses,
planes,
trains,
etc.)
from
real
transportation
companies
.
French-English
dictionaries
.
map
of
the
world
with
time
zones
Useful
Websites:
YouTube,
Back
to
the
Future,
Clock
Tower
Scene
in
French
https://www.youtube.com/watch?v=OuieoJaGOK4
Time
zone
map
of
the
world
1
http://www.worldtimezone.com/
Time
zone
map
of
the
world
2
http://www.timeanddate.com/time/map/
Interactive
application
to
practice
time
http://www.literacycenter.net/play_learn/numbers_fr/clock_h_fr.php
Telling
time
(The
French
Experiment)
http://www.thefrenchexperiment.com/learn-french/telling-time.php
French
time
phrases
(Rocket
Languages)
https://www.rocketlanguages.com/french/learn/french-time/
Time
in
French
(Rocket
Languages)
https://www.rocketlanguages.com/french/learn/time-in-french/