Elementary School Lesson Plan
Transcription
Elementary School Lesson Plan
Kathryn Steele Dr. Judith Shrum EDCI 5724 October 5, 2010 Lesson Plan – Elementary School – Grade 4, Level 3 STAGE 1: IDENTIFY DESIRED RESULTS: What will learners know and be able to do by the end of the lesson? A. Context/ Theme/ Topic/ “Big Idea”: Discussing, comparing, and contrasting festivities in France and those in the United States, fostering students’ capacities for self-expression in the target language. B. Objectives: Learners will be able to… • Explain the different ways to celebrate holidays in France. • Identify, use, and correctly conjugate, both orally and in the written form, regular –er, -ir, and – re verbs in the target language. • Describe how a holiday is celebrated, both in France and in the United States • Demonstrate an understanding of French culture through exploring celebratory cultural practices. • Produce a 150-word composition comparing two francophone celebrations to two American celebrations using correct vocabulary and verbs. • Complete the techno-module on francophone holidays, which includes a 2-3 paragraph blog post, the creation of a poster illustrating a particular francophone holiday, and a role-play activity (details/ rubrics will be included in techno-module document). C. Grammar/ Vocabulary: Grammar will focus on the proper use and present tense conjugations of regular –er verbs (e.g. parler, danser, manger, célébrer). The vocabulary will focus on French celebrations, festivals, and holidays (e.g. la fête, le nouvel an, la nuit blanche). D. Goal Areas/ Standards: Virginia SOLs: FII.5: The student will present information orally and in writing in French, combining learned and original language in simple sentences and paragraphs. FII.7: The student will demonstrate understanding of the perspectives, practices, and products of francophone cultures and the ways these cultural aspects are interrelated. FII.9: The student will demonstrate understanding of cultural similarities and differences between the francophone world and the United States. Standards for Foreign Language Learning: 1.2 – Interpretative Communication: Students understand and interpret spoken and written French on a variety of topics. 2.1 – Practices of Culture: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the francophone world. 4.2 – Cultural Comparisons: Students demonstrate understanding of the concept of culture through comparisons of francophone cultures and their own. E. Learners: Students will have already read the passage on French holidays, and will have briefly reviewed present tense conjugations of –er verbs. As the class is rather large (25 students), the instructor must keep in mind that there exists a greater range of variable ability and motivation among the student group. Many students will never speak in class unless prompted by the teacher; others learn most effectively through visuals. Thus a differentiated approach is necessary, incorporating visual aids (e.g. illustrated flashcards) and IRF questioning methods. F. Materials: • Summary of francophone holidays and vocabulary list by Kathryn Steele, adapted from: Fawbush, K. W., Theisen, T., Hopen, D. B., & Moen, D. (2007). C’est à toi! 2nd edition. St. Paul, Minnesota: EMC/Paradigm Publishing. • Photo flashcards for warm-up activity STAGE 2: DETERMINE ACCEPTABLE EVIDENCE: What evidence will show that learners have produced desired results? Students will complete a group activity where they construct a Venn diagram depicting a comparison of their favorite holiday as celebrated in France and in the United States. Diagrams will be graded on basis of completion as part of homework grade. Students will produce a 150-word composition comparing two French celebrations to two American celebrations. In this composition, students will employ vocabulary relating to French holidays and festivities covered in the chapter. Students will use at least 8 different regular -er verbs conjugated correctly in the present tense. The composition will be due three days following the lesson (see rubric below). As part of the techno-module (see ACTFL Standards section 4), students will also write a 2-3 paragraph blog post, create a poster illustrating a particular francophone holiday, and a complete a short role-play activity (rubrics will be included in techno-module document). STAGE 3: PLAN LEARNING EXPERIENCES: What instructional activities are part of this lesson? A. What will learners do? • Students will review the chapter vocabulary through a flashcard game in class as a warm-up activity. • Students will work in pairs to quiz one another on –er verb conjugations and to find unfamiliar words in dictionary. • Students will participate in a group activity (groups of 3 or 4) on their favorite holidays, comparing them to the French celebratory equivalents through the creation of a Venn diagram. • Students will begin working on their compositions; rubrics will be distributed in class. • Students will complete the techno-module on francophone holidays, including the blog post, poster, and role-play activity (details in Module document). B. What will I do? • I will lead the warm-up activity showing the students vocabulary flashcards to identify. • I will monitor students’ work (in self-chosen pairs) on verb conjugations, offering help and correction when necessary and keeping them on-task. • I will divide the class into groups of 3 or 4 and facilitate the class discussion on their favorite holidays, pulling in meaningful comparisons and contrasts with French celebrations as the conversations proceed. • I will explain the writing assignment (composition) to the students, distribute the rubrics, and answer any questions students have as they begin writing. • I will help students get started on the techno-module, walking around to ensure students are ontask and providing assistance or correction when necessary. STAGE 4: REFLECT ON LESSON EFFECTIVENESS: How effective was this lesson? A. Did I achieve my lesson objectives? How do I know? • I believe that I achieved my lesson objectives. The lesson I presented was intended to be an introductory activity to review a passage on French holidays from homework the previous night, and also to serve as a preliminary activity for my techno-module on French holidays. I made colorful flashcards with photos depicting different holidays and their elements, and gave the students a copy of the passage. I divided the class into two teams (or équipes) and held up a photo, explaining them and prompting the students with identification questions to earn “points.” When I observed the students actively responding correctly to my questions, despite the fact that most of them didn’t speak French, I felt that I had achieved my lesson objectives. B. What worked especially well and why? • I used strong gestures for many of the cards, which seemed to help everyone understand a little more. My prompting and repetition elicited increased response; several times I would also say the French word once, then the English translation, then repeat the French word. The students seemed to feel comfortable with the mostly French presentation, with a couple English elements at key places during the lesson. All these strategies influenced an increased binding time for the students, and increased input through repeating my questions. C. What would I change if I were to teach this lesson again? • I would try to make the cards much bigger, close to the size of a poster, so the whole class would better be able to observe the photos attentively. I would also spend a little more time describing each card before having the students identify the holiday, providing time for the students to make their own comparisons to American holidays. Depending on the season (e.g. Halloween), I would provide “bonbons” for the winning team if I were to teach this lesson again. Kathryn Steele Dr. Judith Shrum EDCI 5724 September 20, 2010 Rubric for Composition on French/ American Celebrations Student Name: ______________ 4 Exceeds expectations 3 Meets expectations 2 Approaches expectations 1 Does not approach expectations Description of at least two francophone celebrations, providing details as to their significance and practices. Accurately and descriptively explains two or more francophone celebrations with great detail and imagery (significance, participants, location, etc.). Accurately describes two francophone celebrations with adequate detail and some imagery. Describes one or two francophone celebrations in an arbitrary manner; not all important details are addressed. Describes one or two francophone celebrations using misplaced, inaccurate, or discrete facts; no attempt to incorporate imagery. Description of at least two American celebrations, providing details as to their significance and practices. Accurately and descriptively explains two or more American celebrations with great detail (significance, participants, location, etc.). Accurately describes two American celebrations with adequate detail and some imagery. Describes one or two American celebrations in an arbitrary manner; not all important details are addressed. Describes one or two American celebrations using misplaced, inaccurate, or discrete facts; no attempt to incorporate imagery. Language accuracy and use of at least 8 different presenttense regular verbs Accurately employs 8 or more descriptive regular verbs in the present tense. Accurately employs 8 regular verbs in the present tense; most verbs are descriptive. Employs 6-8 regular verbs in the present tense, with 75% accuracy and some description. Does not meet req. for number of verbs or uses most verbs arbitrarily and inaccurately. CATEGORY Vocabulary usage Incorporates both vocabulary from the textbook and vocabulary learned during the technomodule in a meaningful way. Incorporates vocabulary from the textbook in a meaningful way. Incorporates some vocabulary from the textbook in an arbitrary or awkward manner. Does not incorporate sufficient vocabulary from the textbook or techno-module; usage is awkward or inaccurate. Quality of comparison/ contrast between francophone and American celebrations Compares francophone and American celebrations accurately and with style using multiple examples from each culture. Compares francophone and American celebrations accurately, incorporating at least one example from each culture. Compares francophone and American celebrations accurately and coherently, with one example from either francophone culture or American culture. Compares francophone and American celebrations in a disinterested, disconnected or awkward manner and provides no examples from either culture. Score: _____/20 Les fêtes francophones « Le Nouvel An » : On commence la fête le 31 décembre ; la famille mangent ensemble un repas à minuit qui s’appelle le réveillon de la Saint-Sylvestre, où on sert souvent les huîtres (raw oysters). À minuit, les gens s’embrassent sous le gui (mistletoe), qui est un symbole de bonne chance. À Paris, les gens conduisent les Champs-Élysées. Ils klaxonnent (honk) pour accueillir le Nouvel An. « Le jour de l’an » : Au jour de l’an (New Year’s Day), les adultes souvent donnent des cadeaux (gifts) aux enfants ; ils donnent de l’argent aux autres. Beaucoup de gens visitent leurs familles et envoient les cartes (greeting cards) au jour de l’an. « Nuit blanche » : Pendant une nuit blanche (white night), les jeunes français veillent jusqu’à le matin avec leurs amis, ou jusqu’à quand il fait « blanche » en dehors (outside). « RSVP » : RSVP veut dire: “Répondez s’il vous plaît! (Please reply). On écrit RSVP sur les invitations dans beaucoup de pays. « Le Carnaval de Québec » : Le Carnaval (Carnival) est une tradition qui a commencé en 1894 à Québec. En février, les gens vont au Carnaval, où il y a des danses (dances), des concours de sculpture de glace (ice sculpting contests), des courses de canoës de glace (ice canoe races) sur le SaintLawrence, et des toboggans (toboggans). Le Carnaval a aussi un palais de glace (ice palace), qui est 60 pieds ! La mascotte s’appelle le Bonhomme Carnaval (the Carnival Snowman). Il porte un chapeau rouge (a red hat). Beaucoup d’autres pays avec une influence française célèbrent les Carnavals. « Un Carnaval fameux – Mardi Gras » : Mardi Gras est le dernier mardi du Carnaval et avant le carême (Lent). C’est un jour de grande indulgence, parce qu’on jeûne (fast, abstain from food) pendant le carême ; donc, Mardi Gras veut dire « Fat Tuesday. » Les gens font les défilés (parades) et portent les masques (masks). « Pâques » : Sur Pâques (Easter Sunday), les enfants ont du chocolat en formes des œufs, des lapins, des poules et des poissons. Les parents disent aux enfants que les cloches d’église (church bells) vont à Rome le Vendredi saint (Good Friday) et reviennent le Pâques ; les cloches portent les bonbons (sweets, candy). « Poisson d’avril » : Le 1er avril, les enfants attachent un poisson de papier (paper fish) au dos d’un autre. Quand la personne rend compte du poisson, on dit « Poisson d’avril ! » « La fête du travail » : Le 1er mai, les Français célèbrent la fête du travail (Labor Day) avec des défilés. Ils envoient les cartes et ils donnent les muguets (lilies of the valley) à leurs familles et leurs amis. « Le 14 juillet » : Le 14 juillet (July 14) est la fête d’indépendance française ; en anglais on dit « Bastille Day » parce que c’est le jour où les Français ont pris la prison fameuse de Bastille d’assaut et ont commencé la Révolution française (the French Revolution). Sur ce jour, il y a des grands défilés et beaucoup de drapeaux (flags). « Noël » : La veille de Noël (Christmas Eve), beaucoup de familles vont à une messe à minuit (midnight Mass). Après la messe, ils mangent un grand repas de la dinde (turkey) ou de l’oie (goose) garni avec des marrons (chestnuts). Pour le dessert, on mange une bûche de Noël (Yule log), un gâteau au chocolat qui ressemble une bûche (log). Pendant la nuit, le père Noël (Santa Claus) met des cadeaux aux chaussures des enfants. « La fête des rois » : Pour honorer les trois rois mages (the three wise men), douze jours après le Noël, il y a la fête des rois (Epiphany/ Twelfth Night) le 6 janvier. Il y a une galette (a round, flat cake) avec un objet de bonne chance (good-luck) comme un roi (a king) ou une reine (a queen) à l’intérieur. La personne qui trouve l’objet est le roi ou la reine et porte une couronne de papier (paper crown). Adapted from Fawbush, K. W., Theisen, T., Hopen, D. B., & Moen, D. (2007). C’est à toi! 2nd edition. St. Paul, Minnesota: EMC/Paradigm Publishing. Vocabulaire Le nouvel an – Le réveillon de la Saint-Sylvestre – Les huîtres – Le gui – Le jour de l’an – Un cadeau – Une carte – Une nuit blanche – Répondez, s’il vous plaît ! – Le Carnaval –Une danse – Un concours de sculpture de glace – Une course de canoës de glace – Un toboggan – Un palais de glace – Le Bonhomme Carnaval – Mardi Gras – Le carême – Un défilé – Un masque – Le Pâques – Une cloche d’église – Le Vendredi saint – Les bonbons – Poisson d’avril – La fête du travail – Les muguets – Le 14 juillet – Un drapeau – La veille de Noël – Le Noël – Une bûche de Noël –