LOTE – Checkpoint A Standards
Standard 1: Students will be able to use a language other than English for communication.
· comprehend language consisting of simple vocabulary and structures in face-to-face conversation with peers and familiar adults
· comprehend the main idea of more extended conversations with some unfamiliar vocabulary and structures as well as cognates of English words
· call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning from a language other than English
· use appropriate strategies to initiate and engage in simple conversations with more fluent or native speakers of the same age group, familiar adults, and providers of common public services
Standard 2: Students will develop cross-cultural skills and understandings.
· use some key cultural traits of the societies in which the target language is spoken
Standard 3: Students apply digital tools to gather, evaluate, and use information.
Standard 4: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
1. Students will be able to observe, listen, and repeat the expressions for describing the weather.
2. Students will be able to recall material learned in previous lessons on numbers and days of the week.
3. Students will be able to restate what the weather is today and will be tomorrow. They will recognize how the météo is written in French.
4. Students will practice asking and answering what kind of weather it is.
5. Students will be able to gather information from a French website to create meaning by answering a series of questions using the website.
Introduce Learning Activity
A. The objective of the lesson will subtly be integrated throughout the lesson at the beginning of the lesson and activities as well as after activities when checking for understanding.
B. I would use the Bell Ringer activity to spark students’ interests in traveling and give them a sense of how far away France is in relation to the US. The language game activities will also serve as a motivation for students for the activities’ humor.
A. Direct Instruction will be used to define vocabulary. Explanations for directions will be written on the whiteboard and reiterated by the instructor. Visual representations of vocabulary will be used to describe vocabulary. Checking for understanding will also be integrated throughout the lesson.
A. First, I would give students clear directions on how to access my website containing the link to the activity in the lesson. Once everyone is at the website, the first question will be done with the instructor and entire class. For the remainder questions, students will work amongst themselves or with a partner. If they have any questions, I would provide any assistance needed. This same procedure will be taken for the next activity on the website. For the activity on the French weather website, the teacher will guide students to the website using the Smart board. Once there, the teacher will explain the directions and provide a demonstration of what to do.
B. If this activity were done in a classroom setting where all the students have access to their own computers, these activities would be done individually. Moreover, there would be a second activity in the lesson where students would work in pairs to decipher the meaning of a French website depicting the weather in France.
Provide Knowledge of Results
A. Throughout the lesson, the teacher will be asking the students questions individually or as a group to check for understanding on the directions and understanding of the content. This will serve as verbal feedback for the students.
B. For written feedback, the instructor would give students a written homework assignment where they have to answer questions about the weather and other expressions. The students would receive written feedback the following day on their homework assignments.
Review the Activity
Before the students continue on to the weather
forecast activity, the teacher will recap with the students the weather
expressions. Throughout the lesson, the teacher will also provide a study guide
for students to complete either at the end of class or at home. At the end of the lesson, the instructor will
go over the correct answers with the students.
Method of Assessment
A. Students will be assessed on their completion of the study guide. In addition, the teacher will circulate the classroom during the activities and provide assistance to any student who is having difficulties with the activities. At the end of the week, there will be a summative assessment for the Weather Unit where students must give a weather forecast in French. This activity will be previewed at the end of the lesson if time permits. Students will have access to the checklist of what needs to be on the assessment and a rubric to give them an idea of what is being graded.
1. Bell Ringer Activity – Use the “Where I’ve Been” in the “About Me” Section of my website to ask students “Where is France?”
2. The teacher will assist students in accessing the study guide on the teacher’s website. The instructor will, then, assist students in accessing the Language Activity website to do weather lessons 1 and 8 individually. The teacher will check for understanding and go over the study guide with the students before continuing on to Activity 8.
3. Upon completion, the teacher will have students go back to the teacher’s website and go to the French Weather website. In groups, students will look up a French city on the website to get the weather for Today, Tonight, Tomorrow, and the day after tomorrow.
4. The teacher will quickly review the “Le Temps” study guide to reinforce students’ understanding of new content in class.
5. If time permits, the teacher will preview the Météo performance assessment with the class and put students in groups of four. In addition, the teacher will provide an extra worksheet to students from the website to complete for extra help.