Immediate Immersion French 1 Sample

Transcription

2014
Edition
© 2013 teachforjune.com
Written by Scott Benedict
French by Rochelle Barry
Having taught using TPRS® and incorporating other comprehensible-input activities,
I’ve been on the lookout for the best textbook for my classroom.
Introduction
I’ve tried various traditional textbooks using their TPRS® supplements as well as a few
TPRS® textbooks. All of which I have found discouraging for one reason or another.
Obviously trying to adapt a traditional textbook using a TPRS® supplement just didn’t
work. Traditional textbooks just weren’t designed to be conducive to TPRS®. And
many of the TPRS® textbooks either incorporate a lot of non-frequent vocabulary, or
require you to do a lot of work creating materials yourself. And still, many TPRS®
textbooks are not user-friendly.
With Immediate Immersion™, we’ve tried to take all of the deficiencies we’ve
experienced in the market and find a solution. Our vocabulary is taken from the most
frequent of French words. This way, what we are teaching our students is relevant
from day one. Our curriculum gives you everything that you need: student content,
teachers’ manual (which includes lesson plans, teacher notes, teacher scripts,
vocabulary cards, and classroom-management solutions), student homework
activities, and a comprehensive assessment program. And what about user-friendly?
We think that Immediate Immersion™ is the most user-friendly language textbook
around!
Not only do we include relevant student content based on the most frequent words
and phrases in the language, we offer this content in a customizable format so that
you can personalize the content to your classroom and your students. What textbook
allows you to do that?
Where did this curriculum come from? Immediate Immersion™ came from the
curriculum that I use in my classroom every day. These are my lesson plans, my
assignments, and my assessments. These have been tried and tested with real
students in a real classroom and adjustments have been made along the way.
We’re at the beginning of Immediate Immersion™ and we’re always improving and
striving to be better. Nothing is perfect. We welcome your suggestions, comments,
concerns, and questions. Together we can make this not only the best TPRS®
curriculum, but the best language curriculum period! Please email us any feedback
you may have at [email protected].
Thanks for your dedication to students!
Sincerely,
Scott Benedict
© 2014 teachforjune.com!
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Immediate Immersion
How to Use this Curriculum
Immediate Immersion™ has been designed from the start to be teacher-friendly by a teacher for
teachers. If you have any ideas on how we can make it even more teacher-friendly, please email us at
[email protected].
CUSTOMIZABLE SLIDES
Organized in lessons, these are your daily lesson plans detailed on each slide. The slides are meant
to be customized. Feel free to personalize to your classroom and your students, move the slides
around in a different order, add or delete slides as necessary. You may not, however, distribute
the original slides and/or your customized slides without expressed written permission.
As you progress through your class period, you’ll advance each slide to remind you and the students
what your focus is on. All pertinent information is on the slide and how to use the slide most
effectively is in the Teacher Notes section of the Teachers’ Manual.
TEACHERS’ MANUAL
The Teachers’ Manual offers many components that make using this curriculum easier than ever.
Starting with the Essential TPRS® and Other Skills, each major skill, technique, and activity in the
curriculum is detailed on how to do it and offers helpful tips so that you can perform them in your
classroom with a high-level of success with a little practice.
Each week we provide you with written Lesson Plans designed to be your template for the week.
We offer traditional schedule, block schedule, and 4x4 schedule formats so that your lesson plans
are ready to go no matter which schedule you and your students are on. Included in the lesson plans
are the targeted vocabulary, review vocabulary, specific tasks, learning goals, national standards,
and student homework suggestions.
Following the Lesson Plans, are the detailed Teacher Notes that elaborate on the Lesson Plans
and Student Slides, explaining every detail needed to carry out the Lesson Plans and Student
Slides successfully in your classroom. Teacher tips are also a part of the Teacher Notes. This has
been one of the most appreciated features of the Immediate Immersion™ curriculum.
Teacher Scripts follow the Teacher Notes. These are starter scripts to get you started with various
oral activities with your students. Feel free to deviate from them if you feel comfortable, or stick to
them word for word, if needed. Sometimes only a quick read through is all that is needed to get the
idea. Other times, you may need to read them as they are written. Use them as you need. They are
there to help you.
Vocabulary Cards are meant to be printed on card stock and cut apart. Use them to practice
vocabulary with students, to frame your TPR/gesture practice, and to organize what’s been taught
and what hasn’t. Like traditional flash cards, work with them every day with your students. Maintain
four piles—current-working-vocabulary stack, weekly-review stack, monthly-review stack, and
words-yet-to-be-taught. This has been one of my go-to techniques to keep my classroom vocabulary
organized. I couldn’t live without them.
Black-line Masters of various classroom organization/management papers to make keeping your
students on task and your classroom organized. Included is the Lancement paper (warm-up sheet),
the Weekly Comprehension Check paper, Special Free-Write paper, and a What-I-Did-Over-theWeekend cheat sheet. These are meant for you to make copies for your students as needed.
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Immediate Immersion
How to Use this Curriculum
CULTURE SLIDES
The Culture Slides are individual culture lessons that can be added to your lessons when
appropriate. Each slide is in the target language to keep the lesson in the language as much as
possible. Try to use English only as needed to make comprehensible.
STUDENT HOMEWORK
The Student Homework program gives weekly activities to help augment what you’re already
currently doing in your classroom for extra practice for your students. Each week contains a listening
activity (digital file plus comprehension questions), a reading activity with comprehension questions,
and an online vocabulary activity using Quizlet.com. Assigning homework has never been so easy.
Upload the digital file to your website or other accessible location, hand out copies of the
assignment, and give students the link to the Quizlet vocabulary activity and you’re good to go!
STUDENT ASSESSMENT
Assessment is more than quizzes and tests, more than fill-in-the-blanks, matching, and multiplechoice. Assessment is the evaluation of what students can DO with what they know. This is a shift in
paradigm in recent years as standards-based grading is becoming more and more prevalent. Our
assessments are all standards-based, come with comprehensive rubrics to make evaluating easier,
and cover the four basic skills of reading, listening, writing, and speaking along with culture. With our
Assessment Program you can sit back and relax as you know all of your formative and summative
assessments are ready to go as you move through the curriculum. Included are 36 formative
assessments (8 listening, 8 reading, 8 culture, 6 writing, and 6 speaking) and 4 summative
assessments that cover all 5 skills.
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Immediate Immersion
Guaranteed Curriculum
WHAT IS A GUARANTEED CURRICULUM?
A Guaranteed Curriculum is a curriculum that guarantees equal opportunity for learning for all
students as well as a consistent Essential Content that is agreed upon and taught by all teachers. It
also guarantees adequate time for teachers to teach content and for students to learn it. And finally,
a Guaranteed Curriculum assures that what is being taught is what is being assessed.
HOW IS A GUARANTEED CURRICULUM DIFFERENT?
While a typical scope and sequence delineates when and for how long content is taught before it is
assessed, a Guaranteed Curriculum is more organic. Essential Content is exposed to the students
early and often in the curriculum and is only assessed when adequate time, which varies depending
on content, and an expectation of success has been determined. The focus is on a high success
level for all students, not just the high-performing ones.
WHAT IS ESSENTIAL CONTENT?
Essential Content is the knowledge and skills that students need to know, understand, and be able
to do to be successful in French.
Teachers are free to add supplemental instruction for students that have extra needs or to indulge a
particular interest. Supplemental instruction is not essential to understanding of the content, but
often helps increase understanding or ignites an interest in students.
WHAT IS MEANT BY ADEQUATE TIME?
As teachers, we are always complaining that we don’t have enough time to teach the content. With a
Guaranteed Curriculum, adequate time is assured for learning the Essential Content. Throughout
the year, attention and focus is maintained on the Essential Content to assure that all students have
adequate time to learn and acquire the content.
WHAT, NO THEMES?
Learning a language through themes is not a natural process. When we learn our first language, we
do not spend time learning all of the animals, or all of the vegetables in the grocery store. We learn
vocabulary by which words are most important to us and our lives. We learn the most frequent of the
vocabulary first and then develop a more extensive vocabulary through reading. Immediate
Immersion French 1 attempts to duplicate this by focusing on the most frequent French vocabulary
and engaging the students by talking about what’s important to them. In this way the vocabulary
won’t be learned for the short term, but will be acquired for the long term and be accessible when
the students need it.
For those of you who must teach thematically, Immediate Immersion will offer a theme add-on
package that includes a way to immerse students in the language while teaching many common
themes through intensive PQA (personalized questions and answers). The following themes will be
included: sports & activities; pets, animals & body parts; school; family; food; clothing; house &
home; health & sickness; about town; and travel.
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Immediate Immersion
Immediate Immersion French 1 Guaranteed Curriculum
Guaranteed Curriculum
VOCABULARY
Immediate Immersion’s goal is to focus on the most frequent of real, everyday, French vocabulary.
By the end of four years, students will be equipped with an active vocabulary that will allow them to
engage in everyday conversations and express themselves at a conversational level.
To that end, Immediate Immersion French 1 will focus on the top 100 words of A Frequency
Dictionary of French: Core Vocabulary for Learners by Deryle Lonsdale and Yvon Le Bras. Along
with the top 100 words, focus will also be given to days of the week, months of the year, seasons,
basic weather terms, numbers 0 to a million, and basic colors. Although Immediate Immersion is
not a thematic curriculum, other basic themes will also be touched upon as they occur in basic
conversation, including but not limited to school, animals, clothing, home, and food. Furthermore,
students will be exposed to a wide variety of vocabulary through extensive reading incorporated in
the curriculum.
STRUCTURES
Although we don’t follow a typical scope and sequence, Immediate Immersion French 1 does not
limit exposure to grammatical structures. We use the structures that are needed to communicate
correctly. So if subjunctive is needed, that’s what’s used. Although we don’t limit exposure to any
grammatical structure, Immediate Immersion French 1 focuses on the following structures:
✓
✓
✓
✓
✓
✓
✓
✓
present tense
past tense (imperfect and preterite, though not the difference between the two)
standard word order
object pronouns (direct, indirect, and reflexive)
gender (though not specifically assessed as it is a late-acquired skill)
adjective agreement (though not specifically assessed as it is a late-acquired skill)
immediate future
present and past progressive
CULTURE
Culture is imbedded throughout the curriculum. Within the stories and readings, Immediate
Immersion attempts to expose students to a wide range of francophone culture. As part of
Immediate Immersion’s Essential Content, we will focus on the following cultural topics:
✓
To Be Announced
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Immediate Immersion
Standards for
Foreign
Language
Learning
Connections
Connect with Other Disciplines and
Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines
through the foreign language.
Standard 3.2: Students acquire information
and recognize the distinctive viewpoints
that are only available through the foreign
language and its cultures.
Communication
Communicate in Languages
Other Than English
Comparisons
Standard 1.1: Students engage in conversations, provide and obtain information,
express feelings and emotions, and exchange
opinions.
Develop Insight into the Nature of
Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
Standard 1.2: Students understand and
interpret written and spoken language on
a variety of topics.
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Standard 1.3: Students present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics.
Communities
Cultures
Participate in Multilingual Communities
at Home & Around the World
Gain Knowledge and
Understanding of Other Cultures
Standard 5.1: Students use the language
both within and beyond the school setting.
Standard 2.1: Students demonstrate an
understanding of the relationship between
the practices and perspectives of the culture studied.
Standard 5.2: Students show evidence of
becoming life-long learners by using the
language for personal enjoyment and
enrichment.
Standard 2.2: Students demonstrate an
understanding of the relationship between
the products and perspectives of the culture studied.
Source: actfl.org http://www.actfl.org/sites/default/files/StandardsforFLLexecsumm_rev.pdf
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Immediate Immersion
Immediate Immersion - French 1
Week 1
Vocabulary:
NEW
Lesson Plans
✓
✓
✓
✓
✓
✓
✓
✓
✓
Comment t’appelles-tu? / Je m’appelle ___ .
Comment ça va? / Ça va bien. / Ça va mal. / Pas mal.
Quel âge as-tu? / J’ai ___ ans.
il y a
a
va à
est
aime
veut
Day 1
Day 2
★ I can engage in conversations in French.
★ I can understand & discuss the story in French.
✓ warm up: Students make name tents & draw activity sheets
✓ class procedure> morphemes
✓ morpheme: FAC/FACT=to make easy
facile=easy
✓ class procedure: songs
✓ song: Bonjour Mes Amis
✓ class procedure: enter/leave classroom
✓ What’s my job?
✓ class procedure: TPR
✓ introduce new vocabulary via TPR
✓ class procedure: PQA/questions
✓ PQA questions
✓ class procedure: comprehension checks
✓ closing: comprehension check
✓ warm up: students fill out info cards
faisable=feasible, practicable, doable
✓ language pledge
✓ class expectations: behavior/discipline
✓ practice previous vocabulary
✓ class procedure: stories
✓ set the story: background info
✓ class procedure: practice quiz
Day 3
Day 4
★ I can understand & discuss the reading in
French.
✓ warm up: practice quiz
faculté=faculty, ability, competence
✓ class procedure: bathroom/cell phone/food & drinks
✓ class procedure: staff on deck!
✓ mini-story: plot
✓ class procedure: SSR
Day 5
✓ warm up: free reading
faciliter=to make easy, facilitate
✓ class procedure: emergencies
✓ class expectations: grading & citizenship
✓ class procedure: reading
✓ reading
✓ class procedure: self-reflection
Practice
✓ warm up: reflection
facteur=factor
✓ class procedure: song competition
✓ class expectations: participation, absences & tardies
✓ story strip
38
✓ vocabulary practice 1 http://quizlet.com/_q029c
✓ listening practice 1
✓ reading practice 1
Immediate Immersion
Week 1
PRATIQUE
Pratique de vocabulaire http://quizlet.com/_q029c
Pratique à écouter Activité à écouter 1
Teacher Notes
Pratique de lecture Activité de lecture 1
VOCABULAIRE
il y a there is
a has
va à goes to
est is
aime likes
veut wants
numéros 11 à 18 numbers 11 to 18
GESTES
il y a place fist on upturned, open palm. “There
is something on the table.”
a hold fist in other hand and bring to your
chest.
va à walk two fingers along opposite arm.
est hold index fingers of opposite hands over
each other making an “equal” sign.
aime show two thumbs up.
veut rub two hands together like an evil being
wanting to take over the world.
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Immediate Immersion
Week 1
MORPHÈME
MORFEMA
FAC/FACT = TO MAKE EASY
facile easy
faisable feasible, practicable, doable
faculté faculty, ability, competence
Teacher Notes
faciliter to make easy, facilitate
facteur factor
CHANSON
Bonjour Mes Amis
Available from iTunes.
PQA
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Bubba, est-ce que tu aimes le football?
Jane, tu vas au cinéma avec Bubba?
Hector, est-ce que le prof joue au football?
Smedley, est-ce que Steven Spielberg joue au football avec David Beckham?
Gertrude, quel film aimes-tu? Classe, qui aime le film “Frozen”?
Bubba, est-ce que tu joues au foot au cinéma?
Hector, est-ce qu’on joue au tennis quand il neige?
Classe, il y a quinze cinémas dans notre ville?
Lucy, tu es de Paris?
CONTE
Problème: A boy wanted to play soccer.
Il y avait un garçon qui s’appellait Scott Scott avait quinze ans. Il était de Chicago. Il aimait jouer
au football. Il jouait très bien au foot. Il n’aimait pas jouer le matin. Il n’aimait pas jouer quand il
faisait très chaud. Il voulait jouer à 16H quand il faisait froid. Il voulait jouer avec son ami Gary. Gary n’aimait pas le foot. Il ne voulait pas jouer au foot. Il était fana pour le cinéma. Il aimait les films
de Steven Spielberg. Il allait à quinze cinémas à Chicago. Il allait au cinéma quinze fois par
semaine. Il avait quinze DVDs des films de Steven Spielberg.
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Immediate Immersion
Week 1
LECTURE
The main structure emphasis this week is third-person singular.
Point out each of the s/he-forms. Also point out other structures that go along with the third person.
Teacher Notes
Since this is the first reading, we’re just familiarizing the students with the French written word. It is
imperative that you point to each word as you say it as French spelling doesn’t obviously match the
sound. By doing this consistently, you will be setting the foundation of associating the French
sounds with their spelling.
BANDE DESSINÉE
Il y avait un garçon qui s’appelait Mike. Mike aimait beaucoup le baseball. Il jouait très bien au
baseball. Il jouait au baseball à 13H, et il jouait pour 18 heures, quand il faisait chaud, et quand il
faisait froid. Mike était fana pour le baseball! Il voulait jouer au baseball pour les Boston Red Sox. Mais il y avait un problème. Mike était de New York! Son ami Steven était de New York, et lui disait,
“Pas les Red Sox, Mike! Joue pour les New York Yankees!.” Steven aimait les Yankees, mais il ne
jouait pas bien au baseball. Il n’allait pas à Yankee Stadium. Mike n’allait pas à Yankee Stadium. Il
n’aimait pas les Yankees, il aimait les Red Sox de Boston!! Mike a dit à Steven, “ Idiot! Je déteste
les Yankees. J’aime beaucoup les Red Sox. Je vais jouer pour les Red Sox.” Et à 17H lundi, il est
allé à l’aéroprt JFK à New York, et il est allé à Fenway Park à Boston pour jouer au baseball avec les
Red Sox!
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Immediate Immersion
Week 1
INTRODUCTION
Teacher Notes
The goal of the next few weeks is to get to know your students in French while integrating the
French Super 6 Verbs. The French Super 6 (il y a, a, veut, va à, est, and aime) will form the
foundation for everything to come. Think about it for a moment, if the students know these Super 6
verbs really well in all high-frequency forms, they will be able to communicate so much. To that end,
we will be working on these verbs along with student initiated activities (we’ll start talking about
these in the second lesson) to get to know the students and build a solid foundation.
Whenever possible, find ways to ask your students what their name is, how they are doing, and how
old they are to work these important expressions into their everyday acquisition as well as work on
basic numbers (ages of your students).
In my years as a TPRS/Comprehensible-Input teacher, I have found that the key to success is
twofold: class needs to be in the target language 95% or more EVERY DAY and it needs to be
comprehensible. If you don’t get through a lesson, you get distracted, assemblies and field trips get
in the way, as long as you follow those two basic rules, your students will be acquiring French. If you
let English creep in (a little in the beginning and more and more as you move on), the amount of
language acquired by your students will be far less and their overall abilities will reflect that.
PREPARATION
In preparation for the first day, you will need a ream of white paper, a selection of colored pencils,
markers, or crayons, and a ream of colored card stock. You should have as many different colors of
card stock as you have different classes (one color per class) and you should have as many sheets
in one color as you have students in that class.
You will need to create a personal example of a favorite activity sheet as well as a name card. For
your personal activity sheet, use a large-sized poster board and draw your name as you want to be
addressed in class across the top of the narrow edge. It should be large enough to be seen from
across the room. For example, I prefer to be called “Profe B” and that’s what I write across the
narrow top. Underneath, you will draw a picture of some activity you like to do. Be sure to make the
picture clear, but don’t spend a lot of time on the picture. If your picture is too good, it may intimidate
students who can’t draw very well. My example is a drawing of a famous horror movie as I like to go
to scary movies on the weekends.
Next you’ll take a sheet of card stock and fold it hot-dog style in half. You will write your name (as
you want to be called) along with an adjective that describes you preceding your name. My example
is “Sarcastic Profe B.”
Now you’ll have examples of the tasks you’ll be asking your students to do on the first day. Place
these prominently in the front of the classroom so your students can refer to them while they are
completing their initial task.
You’ll need to get colored index cards—one color per period that you teach. These will be used for
collecting student information.
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Immediate Immersion
Week 1
PREPARATION (continued)
Also in preparation for your first day, please make copies of the morpheme puzzle sheet (on pink
paper, if possible) for each of your students and copies of the Language-Pledge sheet. Each student
should have a copy of the pledge and you should have one sign sheet per class so that you can
collect each student’s signature.
Teacher Notes
CLASS PROCEDURES
Classroom procedures are very important for setting expectations for the beginning of the year and
maintaining general classroom management throughout the year.
We have tried to include as many class procedures as possible, but feel free to add your own. Think
about anything you’ll need your students to do throughout the year and then think about how you
want them to do it.
The key to class procedures is to teach them, practice them, and then review them as needed. Too
often we explain them without the needed practice because we think they are to simple and they fail
to execute them consistently.
MORPHEME
Morphemes are word parts like prefixes, suffixes, and roots. They are extremely helpful in increasing
the vocabulary base of your students. And because much of the SAT vocabulary is Latin-based,
introducing Latin-based morphemes to your students can help them to succeed on the SAT exam.
Each week you will introduce a new morpheme, explain the meaning and give an example in
French. The morpheme will work both in French and English, so while teaching French vocabulary,
you’ll also be incorporating Core English Standards by teaching your students how to decode
advanced English vocabulary using morphemes. The goal is NOT for the student to memorize all of
the French example words, but to remember what the morpheme means so that they can decode
both English and French vocabulary that contains that morpheme.
Please explain the morpheme class procedure.
SONGS
Songs are used to help students learn vocabulary, structure, and culture in a fun way. You’ll be
singing songs each day with your students so it’s important to explain the class procedure for songs.
Generally we switch songs every other week but some songs are used longer.
Within the teacher’s notes for each lesson, there is a song listed along with it’s source.
When first introducing songs to your students, play it the first time all the way through, then have
them stand and sing along, loud and proud. And don’t be shy!!! You need to be singing as well to set
a good example. This is a chance to show your fund side with your students, so have some fun with
it.
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Immediate Immersion
Week 1
TPR
Muscle has memory! By adding gestures to vocabulary, you’ll be applying the kinesthetic modality to
fully engage your students’ brains and making learning vocabulary and phrases easy.
To use TPR (total physical response) and gestures effectively, follow the following steps:
1. State the phrase and model the associate gesture.
Teacher Notes
2. Working in groups of three, call out each phrase in random order, modeling the gesture as
you observe your students performing the gesture. Keep an eye out for students performing
the wrong gesture or any sort of hesitation on their part. These students need more practice.
3. When you’re confident that your students are comfortable with the vocabulary and gestures,
continue calling out the phrases in random order, but this time delay your modeling. So you
would call out your phrase, observe your students for incorrect gestures and/or hesitation,
and then a few seconds after you call out the phrase, you’ll model the gesture for your
slower processors.
4. When you’re confident that your students are comfrotable with the vocabulary and gestures
with delayed modeling, continue calling out the vocabulary in random order, but this time
you won’t model the gestures as all. Continue looking out for your slower processors. Don’t
move too quickly or you’ll lose them.
5. At this point, your students should be exhibiting confidence in the vocabulary by readily
producing the gesture as you call out the phrases. Now it’s time for a quick and informal
assessment. Have your students close their eyes as you continue to call out the phrases.
You’re looking for students who hesitate or refuse to close their eyes, incorrect gestures,
and hesitation to produce the gesture. Continue practicing until the slower processors are
exhibiting some level of confidence.
PQA (Personalized Questions & Answers)
PQA are personalized questions and answers that use the vocabulary to get to know your students.
The main goal of PQA is NOT to work the vocabulary, but merely to introduce it as you take time to
get to know your students in French.
Unlike personalized questions in a traditional textbook, PQA is not meant to be repeated to each and
every student in a rote sort of way. It’s more like mingling at a party where you ask a question to one
of your students using the vocabulary, but then branch out into a logical conversation as you learn
more about the student. So if you’re asking the student if s/he has a dog, you would then ask follow
up questions about the dog’s name, what breed it is, how old it is, what activities the student does
with their dog, etc. We’re still using the vocabulary dog, but were making it more engaging and
personal by sticking with one student to find out what we don’t know about the topic.
Here are the steps to effective PQA:
1. Ask a general question using the vocabulary to identify students to get to know with this
topic. For example: who has a dog?
2. Once a student is identified, ask a follow-up question about the topic and repeat the answer
to the class.
3. Now talk to the class about what the student said as if the class didn’t hear it the first time.
Ask yes/no, either/or, and question-word questions about the information you have so far.
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Immediate Immersion
Week 1
PQA (Personalized Questions & Answers)
Teacher Notes
4. When you can’t think of any more questions to ask, go back to the student and ask another
follow-up question to get another detail.
5. Report this new detail to the class and ask your yes/no, either/or, and question-word
questions about this new piece of information.
6. You’ll continue this back and forth until there is a lull in the conversation. At this point you will
choose another student and follow the same procedure.
7. Now you have two students with information about both that you can use to compare and
contrast.
COMPREHENSION CHECK PAPERS
Take the time to explain the comprehension-check paper with your students. This is an important
assessment tool, so let them know how this helps you help them.
You’ll collect this at the very least weekly, but I highly recommend daily, so you can get instant
feedback on your lesson and make any adjustments for next time.
LANGUAGE PLEDGE
The language pledge is an important tool to help the students acquire French. We know that true
immersion is the best way to learn a language, but since that is not possible, we must create the
illusion of immersion the best way we can within our classroom. This language pledge sets out the
expectations and responsibilities of both the students and the teacher and will go long to help you
maintain 95% of your classroom in French as set by ACTFL.
Pass out a copy of the pledge to each student and have each student sign the class signature sheet.
BEHAVIOR & DISCIPLINE
Take the time to go over your classroom behavior expectations and your discipline plans.
These should not only include the don’ts, but also the dos, as well as the consequences.
Be sure to portray this portion of your classroom expectations as positively as possible.
You may want to engage your students in coming up with a classroom behavior policy or at the very
least, have a discussion about proper classroom behavior.
As with anything, you’ll need to practice various aspects of your behavior expectations so that
students know what each behavior looks like and what your expectations are. It may be obvious to
us what side conversations are, but to students, it may not be as obvious.
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Immediate Immersion
Week 1
PRACTICE VOCABULARY
This is where you will review the current week’s vocabulary as well as any previous vocabulary.
At first, you’ll want to practice the vocabulary with gestures (TPR), but eventually you’ll also have
students verbally tell you what they mean. Also you’ll want to ask them the words in English and
have them tell you the words in French.
Teacher Notes
ASKING A STORY
Asking a story is the process in which we start with a base or skeleton story and through
questioning, get the details from our students to bring the story to life.
Each story generally has 5 parts: introducing the main character, introducing the secondary
character, setting up the problem, attempting to solve the problem, and finally solving the problem.
The first three steps happen in location 1, the attempt to solve the problem happens in the second
location, and finally the problem is solved in the third.
We ask a story over two days. The first day, we concentrate on developing the main character and
another important character. We focus on basic info like name, age, appearance, likes and dislikes,
etc. Anything that develops the character and recycles frequent vocabulary and expressions.
On the second day, we concentrate on the plot of the story. This is usually when we hit hard the
target phrases of the lesson.
Remember that throughout the story-asking process, we must always circle any new information,
especially that containing the target phrases.
PRACTICE QUIZ
The Petite Interro slide should be displayed before the students enter class. While you’re greeting
your students, remind them to get out their Lancement sheet and get to work on the Petite Interro.
After the bell rings, set your timer for 5 minutes. Once the timer goes off, take your stamp and stamp
all papers that are complete. Don’t stamp incomplete papers and don’t go back and stamp them
after they finish. If they aren’t finished when the timer goes off, they don’t get a stamp. This will keep
them on track. Remind them they can use their notes, but if they do, they should star those
questions so they know those they need to review.
After you’ve gone around the room and stamped the completed papers, ask for volunteers to answer
each question. Give out a participation point for each correct answer and have the rest of the
students check and correct any incorrect answers. This is a practice quiz, so we’re not grading them
on what they got right. It’s a check point for each student to know if they’re progressing in class.
46
Immediate Immersion
Week 1
SSR (Sustained Silent Reading)
Sustained Silent Reading (SSR)/Free Voluntary Reading (FVR) are basically the same thing. You give
your students time to read silently anything they want as long as it’s school appropriate and in French.
Teacher Notes
Research has shown that reading accounts for 70% of our vocabulary and structure knowledge in a
language, so we want to incorporate as much reading as possible in our classrooms. We also know
that the more we read, the better we write, so there’s another reason to get our students reading as
soon as possible.
If you don’t already have a classroom library of books, start one right away. It’s one of the best
classroom investments you can make!
Explain the reason why we will be reading a lot in class and then explain the procedure. Tell your
students that they won’t be able to read very much the first few weeks, but they should look at the
pictures, look at the text, try to find words that look like English, and try to use the pictures along with
the text to make meaning. I also tell them they can read whatever they like, whichever book they want,
or anything that’s school appropriate AND in French they want to bring from home. I also tell them that
it’s a good idea, but not required, to read the same book or magazine until they feel quite successful
with that book or magazine. This can take days, weeks, or even months, but it’s a great way to acquire
more French.
Because this activity is supposed to be stress free, there is no acountability that goes along with it
other than recording the name of the book that they read. We don’t want to make this another
assignment, but rather, get students to enjoy reading.
Explain to your students that when they arrive in class, to hurry and select a book and sit down and
start reading.
In order for this to be successful, you have to model good reading practices. You must also be reading.
I take my book or Kindle and walk around the room reading and monitoring the students. This is not
time to read your email or catch up on grading. If I see a student who is not doing what they’re
supposed to, I quietly walk over to their desk and stand next to them without saying a word. Only if
they don’t get the point do I speak to them softly and tell them to please read their book.
I never tell my students how long we’re going to be reading for. I want them to develop a joy for
reading. I generally start my beginning students with 3 minutes and as their skills develop, I increase it
a minute at a time until I’ve reached a maximum of 10 minutes for a traditional schedule and 15
minutes for a block schedule.
When the timer goes off, students are to record the title of their book on their Lancement sheet and
then to pass their book up or down their row (however it works in your classroom) and the person at
the top or bottom of the row takes the stack and returns them NEATLY to the shelf.
If the books are not put back neatly, then I tell all students to go and get 2 or 3 books and sit back
down. Once every student does this, I then have them pass the books up or down the row and the
person at the end of the row again returns the books neatly.
We repeat this process until it’s done correctly. Sometimes during the year, they may need a reminder.
Now your students should be prepared to get right to reading when they enter class tomorrow. If not,
you can remind them as you greet them at the door.
47
Immediate Immersion
Week 1
GRADING & CITIZENSHIP
Teacher Notes
Take the time to go over your grading and citizenship (behavior and participation grade) policies with
your students.
If you’re following Immediate Immersion’s standards-based grading system, be sure to explain to
them the basics on how it works and that unlike in other classes where they are graded on the
products they turn in and whether they answer questions right or wrong, they will be measured on
how well they can understand written and spoken French, as well as how well they can write and
speak French. This makes learning French more like learning a sport, how to dance, or play an
instrument, rather than learning the facts of history.
READING
In order to get the most out of reading with our students, we follow a 3-step process each time we
read an extended reading or a novel with our students: teacher reads a chunk of text in French,
students translate literally word for word chorally, and then teacher asks comprehension questions in
French once an entire paragraph has been translated.
You determine the amount to chunk depending on the abilities of your students.
We have them translate literally so that they can hear how the grammar and syntax in French works,
even though it makes for some awkward English sentences. We do this because we want our
students to feel the syntax of French and what is similar and what is different. After translating “to me
he gives” or “the dog brown” dozens of times, the sentence order starts to sink in. We have the
students translate into English so that everyone—from the slowest processor to the fastest
processor—understands what the text means before we discuss it as a class in French. If the
students get stuck on a word, don’t hesitate to give it to them in English and just move on to the next
one. There’s no reason to let them stew over it and feel uncomfortable.
Now that you have read it in French and the students have translated it, start asking questions about
the chunk in French. Start with comprehension questions—who?, what?, where?, etc—and then you
can move on to more advanced questions if there is time.
You continue these procedures until you have finished the text.
SELF-REFLECTION
Self-reflection is an important part of learning and we want to impart this to our students.
We always do these in English so that students can really express their thoughts and we need to
take time to teach them how to reflect and write a reflection so that they can do it more effectively
and get something valuable in return. Explain that it’s not something to rush through and that they
should take the time to write a thorough and thoughtful response taking the time to really reflect on
the question given.
We have students reflect on a weekly basis not only to assess what is and what isn’t working in our
classroom, but to also have students become aware of how they learn and what works for them.
48
Immediate Immersion
Week 1
SELF-REFLECTION (continued)
Have the students answer the question on their Lancement sheets. I generally only collect these
papers once every two weeks (once they have completed the front and back), but I make an
exception the first week because I want to read what they wrote for that first week. I want to see how
I’m doing as a teacher and how they’re doing as students. This way, I can make any adjustments for
the upcoming week. After the first week, I collect them every other week and address any questions
or comments, and make any applicable adjustments as needed.
Teacher Notes
STORY STRIP
Story strips are comic versions of stories that can be used to ask a story using the week’s targeted
structures. They are great for reviewing the week’s vocabulary and are more focused because
instead of dynamic actors, you’re using fixed pictures to tell the story.
As always, you’re still getting details from your students to make the story more relevant to them, but
because the pictures cannot change, there is more control with a story strip.
When using a story strip to review structures, you follow the same steps as you would with asking an
oral story with actors: introduce main character, introduce any secondary characters, set up the
problem, attempt to solve the problem, and then solve the problem.
49
Immediate Immersion
Week 1
STORY-ASKING SCRIPT
Il y avait un garçon qui s'appelait Scott. Scott avait quinze ans. Il était de Chicago. Il aimait jouer au football. Teacher Script
Il jouait très bien au foot. Il n’aimait pas jouer le matin. Il n’aimait pas jouer quand il faisait très chaud.
Il voulait jouer à 16H quand il faisait froid.
Il voulait jouer avec son ami Gary. Gary n’aimait pas le foot. Il ne voulait pas jouer au foot.
Il était fana pour le cinéma. Il aimait les films de Steven Spielberg. Il allait à quinze cinémas à Chicago. Il allait au cinéma quinze fois par semaine. Il avait quinze DVDs des films de Steven Spielberg.
50
Immediate Immersion
Week 1
STORY-STRIP SCRIPT
Il y avait un garçon qui s’appelait Mike. Mike aimait beaucoup le baseball.
Teacher Script
Il jouait très bien au baseball.
Il jouait au baseball à 13H, et il jouait pour 18 heures, quand il faisait
chaud, et quand il faisait froid. Mike était fana pour le baseball! Il voulait jouer au baseball pour les
Boston Red Sox. Mais il y avait un problème. Mike était de New York!
Son ami Steven était de New York, et lui disait, “Pas les Red Sox,
Mike! Joue pour les New York Yankees!.” Steven aimait les Yankees, mais il ne jouait pas bien au baseball.
Il n’allait pas à Yankee Stadium. Mike n’allait pas à Yankee Stadium. Il n’aimait pas les Yankees, il aimait les Red Sox de Boston!! Mike a dit à Steven, “ Idiot! Je déteste les Yankees. J’aime beaucoup les Red Sox. Je vais jouer pour les Red Sox.” Et à 17H lundi, il est allé à l’aéroport JFK à New York, et il est allé à
Fenway Park à Boston pour jouer au baseball avec les Red Sox!
51
Immediate Immersion
il y a
a
Leçon 1
Leçon 1
va à
aime
Leçon 1
Leçon 1
est
veut
Leçon 1
Leçon 1
Comment t'appelles-tu?
Je m'appelle...
Leçon 1
Leçon 1
Comment ça va?
Ça va bien.
Leçon 1
Leçon 1
52
Immediate Immersion
Ça va mal.
Pas mal.
Leçon 1
Leçon 1
Quel âge as-tu?
J'ai ___ ans.
Leçon 1
Leçon 1
onze
douze
Leçon 1
Leçon 1
treize
quatorze
Leçon 1
Leçon 1
quinze
seize
Leçon 1
Leçon 1
53
Immediate Immersion
dix-sept
dix-huit
Leçon 1
Leçon 1
54
Immediate Immersion
Leçon 1
Leçon 1
copyright © 2014 teachforjune.com
français 1
jour 1
Welcome to French 1
Lancement = launch (our word for warm-up)
!
1. Using the provided card stock, fold your paper hot-dog style.
Think of ONE adjective that describes you and write your first
name (nickname) followed by that adjective clearly on the front
of the “tent.” You may use markers/colored markers to
personalize your name tag. ex: Awesome Johnny / Creative Sarah / Fast Mike
!
2. Using the provided white piece of paper, write your first name
(nick name) big and clear across the short side of the paper at
the top. Below that, draw a picture of something you like to do.
You may use markers/colored markers to personalize your paper.
Your art work is not being graded! LOL My example is on the
board.
Class Procedure
Morphème
Morphemes are word parts like
prefixes, suffixes, and roots.
!
Each day there will be a “word of the day”
based off the week’s morpheme. On your
morpheme sheet, write down the word and its
definition, and then find it in the puzzle.
!
Every five weeks you will turn in
the completed puzzle.
Morphème
FAC/FACT=to make
facile = easy
NS 3.1, 4.1
Class Procedure
Songs
Each day we will sing a song. These
songs will help you learn French.
!
When we sing a song, we stand up
and
we sing loud and proud!!!
Chanson
Bonjour Mes Amis
Bonjour mes amis
Comment allez-vous?
Bonjour mes amis
Zéro, un, deux, trois,
Comment
allez-vous?
Bonjour mes amis
Comment allez-vous? Quatre, cinq, six, sept,
Hello my friends
Huit, neuf, dix, onze,
How do you do?
!
Douze
!
Je m'appelle Delphine
!
Ça
va
bien
merci
Au revoir mes amis
Ça va bien merci
Au revoir mes amis
Ça va bien merci
My name's Delphine
Goodbye my friends
Fine
thank
you
!
!
!
Comment t’appelles-tu?
Au revoir, goodbye
Quel âge as-tu?
À bientôt, see you soon
How old are you?
!
What is your name?
Natasha Morgan— https://www.youtube.com/watch?v=NXkJ88ygPY0
NS 1.2, 3.1, 3.2, 4.1, 4.2, 5.1
Class Procedure
Enter/Leave Classroom
Whenever you enter the classroom, be prepared
to get to work. Have a seat, get out your supplies,
and get started on the “Lancement” activity on
the board in RED.
!
You may not leave the classroom until I have
dismissed you, even if the bell has already rung.
Also, you may not pack up your backpacks
early unless I have said it’s okay.
Vocabulaire
Écrivez le nouveau vocabulaire sur
votre propre papier.
il y a there is
a has
va à goes to
est is
aime likes
veut wants
numéros onze à dix-huit numbers 11 to 18
il y a
there is
Il y a un garçon.
There is a boy.
1
a
has
La fille a un chien.
The girl has a dog.
2
va à
goes to
Le garçon va à l'école.
The boy goes to school.
3
est
is
Le chat est gros.
The cat is fat.
4
aime
likes
La fille aime la glace.
The girl likes ice cream.
5
veut
wants
Le garçon veut un chien.
The boy wants a dog.
6
Class Procedure
What’s my job?
1. No English unless absolutely necessary
2. Actively listen and pay attention
3. Let me know when you don’t understand
4. Look like you are participating
5. Make eye-contact with me at all times
6. React with emotion to all statements
7. Answer all questions asked
8. Ask questions when you don’t understand!!!
9. Ask questions when you don’t understand!!! Class Procedure
Vocabulary Actions
Acting out vocabulary helps us
to remember it.
!
When we act out vocabulary,
we all stand near our desks.
!
When you hear the French,
act out what you hear.
!
When you act it out, think of its meaning to
link the action, the French, and the English.
Actions
Vocabulaire
Class Procedure
Conversations
When I ask you a question in French, do your best to answer me
in French. Use “oui” for yes and “non” for no.
!
You can use English if you don’t know the French, but do your
best to limit English as much as possible.
!
When I make a statement, respond with “ohhhh!” as if it’s the
most interesting thing you’ve heard, or “oh, non! oh, non!” if it’s
something bad.
!
Everything is possible in French class, so let your imaginations
free!
!
If you don’t understand or I’m going too fast, RAISE YOUR HAND
and let me know!!!
Conversation
nouveau vocabulaire
NS 1.1, 1.2, 4.1
Class Procedure
Comprehension Checks
During class, I will often ask you questions like “What did I just
say?,” “What did I just ask?,” “What does ___ mean?,” etc. I do
this to make sure everyone is understanding.
!
I will also check for understanding by saying “Doigts!” (fingers).
When I do, show me how much you understand with your
fingers. All 10 fingers means you understood 100%, 9 fingers,
90%, 8 fingers, 80% etc.
!
And lastly, at the end of class, I’ll want you to turn in an your
COMPREHENSION-CHECK PAPER with your name and a number
from 1 to 10 in that day’s box. Again each number represents
how much you understood that day’s class. If you have a
question or some difficulty, you can also write it down.
Atterrissage
Please write down on your “Lancement” sheet a
number from 1 to 10. This number represents how
much French you understood in today’s class.
!
1 means you understood 10% or less. 8 means you
understood 80%, 10 means you understood 100%, etc.
!
If you have any questions, difficulties, or a
troublesome word or words, you may also
include them.
!
Merci! Bonne journée!
jour 2
Lancement
Bonjour!
Information Cards
!
Using the provided index card, please write in the following info as I have
it in the example.
!
On the back, write your first and last name big and clearly.
First and Last Name
!
your email address (put N/A if you don’t have
one)
your cell phone number
!
name of parent/guardian you’d prefer I call
their cell/telephone number
!
write anything here you’d like me to know about
you that would help me teach you better.
First Name
Last Name
Morphème
FAC/FACT=to make
faisable = feasible, practicable, doable
NS 3.1, 4.1
Chanson
Bonjour Mes Amis
Bonjour mes amis
Comment allez-vous?
Bonjour mes amis
Comment
allez-vous?
Bonjour mes amis
Hello my friends
How do you do?
!
Douze
!
!
Ça
va
bien
merci
Au revoir mes amis
Ça va bien merci
Au revoir mes amis
Ça va bien merci
My name's Delphine
Goodbye my friends
Fine
thank
you
!
!
!
Au revoir, goodbye
Quel âge as-tu?
How old are you?
!
What is your name?
NS 1.2, 3.1, 3.2, 4.1, 4.2, 5.1
Language Pledge
In signing Monsieur/Madame/Mademoiselle’s Language
Pledge, I understand that the majority of class will be
conducted in French (except explanations and important
announcements) and I further agree to use French as my
primary language of communication during class. In rare
situations where English is required, I will raise my hand and
ask, “Je peux parler anglais?” (May I speak in English?).
!
I understand that it is also my responsibility to help Profe
stay in French as much as possible (except explanations
and important announcements). If I catch him/her not
using French when s/he is supposed to, I will receive an
extra participation point towards my participation grade.
!
I understand that complying with this Pledge may lead to a
greater participation and/or speaking grade in class and
failure to comply with this Pledge may result in the lowering
of my participation and/or speaking grade.
Class Expectations
Behavior & Discipline
Pratique
Vocabulaire
My Job!
Pay Attention!
!
Understand
at least 80% of what is said in French.
!
Ask questions
when I don’t understand!!!
!
SLOW
Monsieur/Madame/Mademoiselle down!!
Class Procedure
Stories
During stories, everything must be off your desk.
!
Listen carefully to the story and ask questions
when you don’t understand.
!
Answer all questions asked.
!
If the answer hasn’t been established,
make it up!
!
Actively take part in the creation of the story.
Conte
Conte 1
contexte
NS 1.1, 1.2, 4.1
Class Procedure
Petite Interro
When you come into class and a Petite Interro
(practice quiz) is on the board, please take out
your pink sheet and answer the questions the
best that you can.
!
You may use your notes, but if you do, put an
asterisk next to it so that you know you need
more help with that question.
!
HURRY!!! You only have five minutes after the bell
to complete the Petite Interro. I will come around
and give a stamp to those who have finished.
!
We’ll go over the answers together as a class.
Atterrissage
!
!
include them.
!
jour 3
Petit Interro
Translate the following into English.
1. a
has
2. veut
wants
3. est
is
4. va à
goes to
5. il y a
there is
Morphème
FAC/FACT=to make
faculté = faculty, ability, competence
NS 3.1, 4.1
Chanson
Bonjour Mes Amis
Bonjour mes amis
Comment allez-vous?
Bonjour mes amis
Comment
allez-vous?
Bonjour mes amis
Hello my friends
How do you do?
!
Douze
!
!
Ça
va
bien
merci
Au revoir mes amis
Ça va bien merci
Au revoir mes amis
Ça va bien merci
My name's Delphine
Goodbye my friends
Fine
thank
you
!
!
!
Au revoir, goodbye
Quel âge as-tu?
How old are you?
!
What is your name?
NS 1.2, 3.1, 3.2, 4.1, 4.2, 5.1
Class Procedure
Bathroom Pass
Please make every attempt to use the bathroom
during lunch or passing period. When this is not possible,
please quietly sign out on the bathroom log, take the
pass, use the facilities, and promptly return to class, sign
back in, and take your seat. Please leave your cell
phone in your backpack or at the log in/out table. You
may not take your phone with you to the restroom. You
will lose 5 participation points for using the bathroom
during class, but these may be made up by writing a
100-word story in French using 10 current vocabulary
items twice and turning this in no later than the
following Monday. You may not use a bathroom pass
during the first or last 10 minutes of class.
Class Procedure
Cell Phones
Please turn off and put your cell phone away BEFORE
entering class.
!
If your cell phone accidentally rings in class, please
quickly turn it off—you won’t be in trouble unless this
becomes a regular thing.
!
If I see your cell phone out and/or you are deliberately
using it (games/texting/answering call/etc), your
phone will be confiscated for the rest of the school day
and during my class for the rest of the semester.
!
If you have an emergency, please let me know in
advance.
Class Procedure
Food and Drink
There is no eating in class. If you
have a special circumstance,
please see me.
!
You may drink in class, but only from
a sealable container—no coffee or
soft-drink cups with lids—screw caps
only.
Class Procedure
“Staff on Deck!”
As a show of respect, whenever an
adult enters the room, the first person
to see them will shout, “Staff on
deck!” and all students will stand up
next to their desk, looking straight
forward with their arms at their side
until released to sit back down.
Pratique
Vocabulaire
My Job!
Pay Attention!
!
Understand
!
Ask questions
!
SLOW
Conte
Conte 1
intrigue
NS 1.1, 1.2, 4.1
Class Procedure
Silent Reading
When you arrive to class, immediately proceed
to the bookshelf and grab a book to read in
French. You’ll read your book silently until time is
up. When time is called, record the title of the
book you read on your “Lancement” sheet.
!
You may bring in French reading material from
home as long as it’s in French and school
appropriate.
Atterrissage
!
!
include them.
!
jour 4
Lecture Libre
Reading is POWERFUL!!!
70% of your language ability comes
from reading. It’s the #1 most important
thing for learning a language.
Choose a book from the shelf or bring in your own
French reading material.
!
Read for the entire time SILENTLY, trying to understand
what is going on. Use the pictures and context clues to
help.
!
When time is up, write the title of the book on your pink
sheet and pass the book up your row. The first person
in each row will return the book NEATLY to the shelf.
NS 1.2, 3.1, 4.1
Morphème
FAC/FACT=to make
faciliter = to make easy, facilitate
NS 3.1, 4.1
Chanson
Bonjour Mes Amis
Bonjour mes amis
Comment allez-vous?
Bonjour mes amis
Comment
allez-vous?
Bonjour mes amis
Hello my friends
How do you do?
!
Douze
!
!
Ça
va
bien
merci
Au revoir mes amis
Ça va bien merci
Au revoir mes amis
Ça va bien merci
My name's Delphine
Goodbye my friends
Fine
thank
you
!
!
!
Au revoir, goodbye
Quel âge as-tu?
How old are you?
!
What is your name?
NS 1.2, 3.1, 3.2, 4.1, 4.2, 5.1
Class Procedure
Emergencies
Class Expectations
Grading & Citizenship
Pratique
Vocabulaire
My Job!
Pay Attention!
!
Understand
!
Ask questions
!
SLOW
Class Procedure
Reading
When we read together in class, we
usually follow these steps.
!
1. I read to you in French.
2. You translate to English chorally,
all together, at the same time.
3. We talk about it in French.
Lecture 1
Il y a un garçon qui s’appelle Jason. Jason a
seize ans. Jason est de Madison, en Wisconsin
Il aime beaucoup Madison. Il aime manger, et
il aime surtout manger dans les cafés superbes
de Madison. Il aime manger au café à midi
quand il fait chaud, il aime manger au bistro à
16H quand il fait froid, et il aime manger au
restaurant à 18H quand il pleut. A vrai dire,
Jason aime toujours manger! Mais Jason a un
problème.
Il veut manger des crêpes aux
Gummi Bears®. Jason est bizarre, n’est-ce pas?
NS 1.1, 1.2
Lecture 1
Alors, il va au café Miffi, et il demande,
“Pardon, madame, avez-vous des crêpes aux
Gummi Bears®?” La dame rit et lui dit, “Non,
garçon bizarre! Je n’ai pas de crêpes aux
Gummi Bears®, j’ai dix-huit
crêpes au
chocolat”. Jason n’aime pas les crêpes au
chocolat.
Il veut des crêpes aux Gummi
Bears®!
NS 1.1, 1.2
Lecture 1
Alors, il va au Bistro Bobo, et il demande,
“Pardon, madame, avez-vous des crêpes aux
Gummi Bears®?” La dame rit et lui dit, “Non,
garçon stupide! Je n’ai pas de crêpes aux
Gummi Bears®, j’ai dix-sept crêpes aux
bananes”.
Jason n’aime pas les crëpes aux
bananes. Jason n’est pas content.
NS 1.1, 1.2
Lecture 1
Alors, il va au Restaurant Epatant, et il
demande, “Pardon, Madame, avez-vous des
crêpes aux Gummi Bears®?” La dame rit et lui
dit, “Non, garçon idiot, je n’ai pas de crêpes
aux Gummi Bears®. J’ai seize crêpes aux
Skittles®.”
Jason n’aime pas les crêpes aux
Skittles®. Pauvre Jason! Il veut manger quinze
crêpes aux Gummi Bears®, mais il n’y a pas de
restaurants à Madison avec des crêpes aux
Gummi Bears®.
NS 1.1, 1.2
Lecture 1
Alors, il va à la cantine à son école, et il
demande, “Madame, avez-vous des crêpes
aux Gummi Bears®?” La dame lui dit, “Non, je
n’ai pas de crêpes aux Gummi Bears®, mais j’ai
seize omelettes aux Gummi Bears®!” Jason est
super content!! Il veut manger seize crêpes aux
Gummi Bears®, mais il est content avec les
seize omelettes aux Gummi Bears® . Il aime
beaucoup ses omelettes aux Gummi Bears®
dans la cantine de son école.
NS 1.1, 1.2
Class Procedure
Self-Reflection
Thinking about how you learn is an important part of
the learning process.
!
When answering a reflection question, take a
moment to think about it before answering.
!
You will answer the question in a short paragraph
using complete sentences and proper punctuation.
!
Please take the time to explain your reasoning for
your answer—
this is the MOST important part of the reflection.
Atterrissage
!
!
include them.
!
jour 5
Réfléchissement
On the bottom of your “Lancement”
paper write a thorough and
thoughtful response to the following
question:
How did the first week go?
Sentence Frame:
The first week was great/okay/bad
because…
Morphème
FAC/FACT=to make
facteur = factor
NS 3.1, 4.1
Class Procedure
Song Competition
We will divide into two teams. Each
team will compete on who sings the
loudest. Each team will alternate
singing line by line
(watch for my cue).
!
There are no ties. Winners take all!
Chanson
Bonjour Mes Amis
Bonjour mes amis
Comment allez-vous?
Bonjour mes amis
Comment
allez-vous?
Bonjour mes amis
Hello my friends
How do you do?
!
Douze
!
!
Ça
va
bien
merci
Au revoir mes amis
Ça va bien merci
Au revoir mes amis
Ça va bien merci
My name's Delphine
Goodbye my friends
Fine
thank
you
!
!
!
Au revoir, goodbye
Quel âge as-tu?
How old are you?
!
What is your name?
NS 1.2, 3.1, 3.2, 4.1, 4.2, 5.1
Class Expectations
Participation,
Absences &
Tardies
Pratique
Vocabulaire
My Job!
Pay Attention!
!
Understand
!
Ask questions
!
SLOW
Bande Dessinée
Mike aime le baseball
NS 1.1, 1.2
1.
il y avait = there was
aimait = liked
jouait = played
était = was
voulait jouer = wanted to play
2.
était = was
lui disait = to him said
aimait = liked
ne jouait pas = didn’t play
n’allait pas = didn’t go
3.
n’allait pas = didn’t go
n’aimait pas = didn’t like
aimait = liked
a dit = said
je déteste = I hate
j’aime = I like
je vais jouer = I’m going to play
4.
est allé à = went
pour jouer = to play
Atterrissage
!
!
include them.
!
Photo Credits
1.
2.
3.
4.
5.
6.
uncyclopedia.wikia.com
www.telegraph.co.uk
www.examiner.com
www.zakshow.com
www.flickriver.com
commons.wikimedia.org and animalsadda.com
Written by Scott Benedict
French
by Rochelle Barry
1
With the exception of the first week, each week will have three homework activities: listening
comprehension, reading comprehension, and an online vocabulary activity. In addition, some weeks
may also incorporate other activities, but this will not be the norm. The first week will only contain a
listening-comprehension and an online vocabulary activity because students are exposed to their first
reading on Friday.
Feel free to supplement with other homework activities such as story retells to an adult, rereading of text
already read and discussed in class, writing original stories, and other great homework ideas you may
have.
We do, however, recommend against using any type of grammar worksheet as these have proven to
not be productive, cause students’ affective filters to increase, and result in very little, if any accuracy in
real-world speaking and writing tasks.
Introduction
The listening-comprehension activities comprise of a digital recording (MP3 file) and comprehension
questions (along with teacher transcript and answer key).
We recommend that you upload the digital file to your own website, a website provided by your school
or district, or student communication website like edmodo.com.
You can get a free website at either wordpress.com or edublogs.org, or we highly recommend the
student-communication site edmodo.com. Edmodo is set up similar to Facebook with security settings
to protect students from the outside world. You can post articles, updates, media files (video and
sound), as well as, create quizzes and assignments to which students can participate electronically. In
addition, students can comment and add appropriate content of their own to share. It’s a great option
and extremely easy to use.
The writing-comprehension activities comprise the reading and comprehension questions (along with
teacher answer key). Any words that might not be known will be glossed accordingly to make the
reading accessible to all students.
The online vocabulary activities use the excellent digital-flash-card site Quizlet.com. This site has grown
over the years and if you haven’t used it, we highly recommend it. You’ll need to set up your free
account and once created, we’ll give you a password for unlimited access. Please take the time to
explore what is offered by Quizlet so you are familiar with all that it offers!
Once logged in, your students can review the vocabulary as digital flash cards, test themselves using
the Learn or Test activities, play games (Scatter and/or Space Race), or print them as a list or as flash
cards they can cut up.
For homework, we recommend that the students do the Learn activity until they get all the words correct
and then either print out their final results to turn in or email you a screenshot of their final results (they
can also post this to Edmodo if you create an assignment!). This activity asks the students to practice
the vocabulary and as the students get the vocabulary correct, that vocabulary is temporarily removed
from the virtual pile of flash cards. Once they’ve gone through the deck once, only the missed words are
in the subsequent deck. This process continues until all cards are answered correctly. The beauty of this
is that this activity differentiates for each student based on the vocabulary they know and the vocabulary
they don’t know. Effectively, they will work through their personal most-difficult vocabulary over and over
again until they get it correct.
We hope that you find the homework activities a practical and effective addition to the Immediate
Immersion™ French 1 Curriculum. Please, if you have any suggestions, comments, questions, or
concerns, please don’t hesitate to contact us at [email protected].
2
Immediate Immersion
Activité à Écouter 1
Immediate Immersion French 1
You will hear a story in French. Listen to the story as many times as you need and
then answer the questions that follow.
Activités à Écouter
1.
2.
3.
4.
5.
6.
7.
8.
9.
Which activities did Linda enjoy with her friend Renée?
______________________________________________________________
Was Linda able to meet her friend for lunch? Why/why not?
______________________________________________________________
Where did Linda find Renée?
______________________________________________________________
What was Linda’s reaction when she found Renée in French class with Roger?
______________________________________________________________
How do you think you’d react in a similar situation?
______________________________________________________________
What did Roger tell Linda they were doing?
______________________________________________________________
Was Linda happy with Roger’s explanation?
______________________________________________________________
Have you ever planned a surprise for a friend’s birthday? What did you do, and
was s/he really surprised?
______________________________________________________________
Are surprises always welcome? Why/why not??
______________________________________________________________
6
Immediate Immersion
Activité à Écouter 1
You will hear a story in French. Listen to the story as many times as you need and
then answer the questions that follow.
1.
Which activities did Linda enjoy with her friend Renée?
Activités à Écouter
Eating lunch together, playing soccer, playing basketball, and going to the movies.
2.
3.
4.
5.
6.
7.
8.
9.
Was Linda able to meet her friend for lunch? Why/why not?
No, she wasn’t in the cafeteria.
Where did Linda find Renée?
In the French classroom.
What was Linda’s reaction when she found Renée in French class with Roger?
Surprise/shock--she screamed at her.
How do you think you’d react in a similar situation?
Answers will vary.
What did Roger tell Linda they were doing?
Planning a surprise party for her 15th birthday.
Was Linda happy with Roger’s explanation?
Yes.
Have you ever planned a surprise for a friend’s birthday? What did you do, and
was s/he really surprised?
Answers will vary.
Are surprises always welcome? Why/why not??
Answers will vary.
Transcript:
Il y avait une fille qui s’appelait Linda. Elle avait une amie qui s’appelait Renée. Chaque jour à midi, elle
cherchait son amie Renée. Linda voulait manger le déjeuner avec Renée. Renée était son amie
préférée à l’école. Elles jouaient au football à 16H après l’école quand il faisait froid en automne. Elles
jouaient au basket à 17H après l’école quand il faisait froid en hiver. Elles allaient au cinéma à 18H quand il faisait chaud au printemps et en été. Mais Renée n’était pas dans la cantine à l’école. Linda
s’est dit, “Où est Renée? Est-ce qu’elle est encore dans la classe de français? Est-ce qu’elle est allée
à la maison?“ Elle est allée dans la salle de classe de Madame Parlevite, le prof de français. Mais
non! Qui est dans la salle de classe? C’était Renée...et Roger, le petit copain de Linda!! Pauvre Linda! Elle a crié, “Renée!! Qu’est ce qu’il y a? Tu es avec mon petit copain? Tu es mon amie préférée!! Tu
veux être avec Roger?” Linda ne voulait pas pleurer, mais elle a pleuré. Mais Roger est allé à Linda,
et lui a dit, “ Linda ne pleure pas! Je veux avoir une surprise pour ton 15e anniversaire. Renée va
m’aider avec la surprise!” Maintenant, Linda ne pleure pas. Elle est très contente.
7
Immediate Immersion
Activité de Lecture 1
Please read the following French text at least twice and then answer the questions
that follow.
Activité de Lecture
Il y a un garçon qui s’appelle John dans la classe de français. John aime beaucoup la musique. Il joue
du piano, il joue du saxophone, et il joue de la guitare. Mais il aime surtout chanter. Il chante pour 17
heures par jour.
Il chante la musique d’ Elvis Presley, il chante la musique de Tim McGraw, il chante la musique des
Beatles. Il chante toute sorte de musique. Il dit au prof de musique, “J’aime la musique, j’aime jouer du
piano, j’aime jouer du saxophone, et j’aime jouer de la guitare, mais j’aime surtout chanter. Je voudrais
chanter à la télévision sur “The Voice”. Je chante très, très bien!” John n’est pas humble! Alors, un
mardi en avril, quand il fait chaud, il va en Californie pour chanter à la télévision sur “The Voice”. A
l’aéroport, il y a une fille qui chante avec un chien. Elle chante terriblement. Elle dit à John, “Je suis en
Californie parce que je vais chanter avec mon chien Toby sur “The Voice”. Les juges vont aimer ma
chanson de Beyoncé!” John ne veut pas dire à la fille que sa musique est horrible! Quand John arrive
à “The Voice”, Il chante une chanson de Michael Jackson. Adam Levine aime la musique de John. Il
lui dit, “John, tu chantes très bien.” Shakira aime la musique de John aussi. Elle lui dit, “John, tu
chantes très bien. J’aime ta musique et ta voix. “ Mais Usher n’aime pas la musique de John. Il lui dit,
“John, tu ne chantes pas bien. Tu chantes comme Justin Bieber! Je déteste la musique de Justin
Bieber! J’aime beaucoup la musique de la fille avec le chien qui s’appelle Toby. Ils chantent très, très
bien. Et j’aime beaucoup les chiens!” John est désolé. Il va à sa maison et il pleure pendant 18 heures.
1.
2.
3.
4.
5.
6.
7.
8.
9.
What does John especially like?
______________________________________________________________
What is his favorite within that category?
______________________________________________________________
What is John’s opinion of his singing?
______________________________________________________________
Where does he decide to perform?
______________________________________________________________
Do you think John is nervous? Why/why not?
______________________________________________________________
Whom does he meet at the airport?
______________________________________________________________
What are they doing?
______________________________________________________________
Who doesn’t like John’s song, and why?
______________________________________________________________
Would you want to be a celebrity, and why?
______________________________________________________________
10. Celebrities have fame and fortune. What are the negative aspects of that kind of life?
______________________________________________________________
8
Immediate Immersion
Activité de Lecture 1
Please read the following French text at least twice and then answer the questions
that follow.
Activité de Lecture
Il y a un garçon qui s’appelle John dans la classe de français. John aime beaucoup la musique. Il joue
du piano, il joue du saxophone, et il joue de la guitare. Mais il aime surtout chanter. Il chante pour 17
heures par jour.
Il chante la musique d’ Elvis Presley, il chante la musique de Tim McGraw, il chante la musique des
Beatles. Il chante toute sorte de musique. Il dit au prof de musique, “J’aime la musique, j’aime jouer du
piano, j’aime jouer du saxophone, et j’aime jouer de la guitare, mais j’aime surtout chanter. Je voudrais
chanter à la télévision sur “The Voice”. Je chante très, très bien!” John n’est pas humble! Alors, un
mardi en avril, quand il fait chaud, il va en Californie pour chanter à la télévision sur “The Voice”. A
l’aéroport, il y a une fille qui chante avec un chien. Elle chante terriblement. Elle dit à John, “Je suis en
Californie parce que je vais chanter avec mon chien Toby sur “The Voice”. Les juges vont aimer ma
chanson de Beyoncé!” John ne veut pas dire à la fille que sa musique est horrible! Quand John arrive
à “The Voice”, Il chante une chanson de Michael Jackson. Adam Levine aime la musique de John. Il
lui dit, “John, tu chantes très bien.” Shakira aime la musique de John aussi. Elle lui dit, “John, tu
chantes très bien. J’aime ta musique et ta voix. “ Mais Usher n’aime pas la musique de John. Il lui dit,
“John, tu ne chantes pas bien. Tu chantes comme Justin Bieber! Je déteste la musique de Justin
Bieber! J’aime beaucoup la musique de la fille avec le chien qui s’appelle Toby. Ils chantent très, très
bien. Et j’aime beaucoup les chiens!” John est désolé. Il va à sa maison et il pleure pendant 18 heures.
1.
2.
3.
4.
5.
6.
7.
8.
What does John especially like?
He likes music.
What is his favorite within that category?
He likes to sing.
What is John’s opinion of his singing?
He thinks he sings very well.
Where does he decide to perform?
On “The Voice” in California.
Do you think John is nervous? Why/why not?
Answer will vary.
Whom does he meet at the airport?
A girl with a dog.
What are they doing?
Singing/rehearsing to be on “The Voice”.
Who doesn’t like John’s song, and why?
Usher, because he thinks he sings like Justin Bieber, and Usher doesn’t like
Justin Bieber.
9.
Would you want to be a celebrity, and why?
Answer will vary.
10. Celebrities have fame and fortune. What are the negative aspects of that kind of life?
Answer will vary.
9
Immediate Immersion

Immediate Immersion French 1 Sample

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