“Le jour et la date”
State Standards and Performance
Checkpoint A Standard I.
Students will use a language other than English for communication.
will comprehend language consisting of simple vocabulary and structures
in face-to-face conversation and interaction with other students, as
well as the Teacher
will comprehend the main idea of more extended conversations with some
unfamiliar vocabulary and structures as well as cognates of English
will compose a one month calendar in French to exchange information
about days of the week, as well as dates of birthdays and major
*Could be collected for
students will observe, listen, and repeat
the names of the days of the week, and months of the year
students will restate what day
of the week it is today, and tomorrow. They will recognize how to write the date in French.
students will practice asking
and answering what day of the week it is. They will demonstrate when certain dates of well-known holidays are.
They will interview each other
in order to find out when their birthdays are.
students will arrange
themselves in a line based on their birth dates (starting with janvier, ending with décembre)
students will prepare a
calendar of the month of their next birthday (using a blank calendar
students will select a
location and decide how they
want to display their calendars in the classroom.
Evidence that students have achieved objective(s):
students will orally repeat the days of the week and months of the year,
using correct pronunciation with few errors.
students will respond to oral questioning techniques used to monitor
their progress, review information, and engage the students. They will write the date correctly at
the tops of all homework assignments and quizzes. Students will listen to dialogues read
aloud by myself or an audio CD and answer questions orally, as well as
complete a 10 question homework assignments based on the information
presented, to turn in, receive feedback on and self correct.
students will participate in group questioning activities such as
interviewing each other and practicing putting newly learned vocabulary
into context and use. They will
also be questioned individually to review new information. Students will complete in class and
homework assignments answering questions about the dates of well-known
holidays, using their new vocabulary correctly. Students will take a
pre-quiz, as a review of the days of the week and months of the year.
students will organize themselves in a line based on their birth dates,
using newly acquired information on French dates.
students will prepare a calendar of the month of their next birthday as
a final project for the lesson.
They will label the month, the days of the week, their birthday,
and any other major holidays in that month in French. They will include
an original drawing to illustrate the top of their calendar. (If all 12
months are not represented by birthdays of students, I will ask students
if they wish to complete the missing months for 5 extra bonus points on
their next quiz).
students will decide as a class where and how they will display their
calendars, to be used as a reference for the remainder of the school
year, keeping track of the date, birthdays, and holidays. The students will complete a quiz at
the completion of the lesson, demonstrating their knowledge and
understanding of the uses of days of the week and months of the year.
Bell Ringer and Prior Knowledge Tap
This can be together or
separate. Also may be called: set induction, anticipatory set,
Teacher input, development,
instructional method(s), modeling, guided practice, independent practice,
learning modalities are required.
Label…visual, auditory, and kinesthetic
Warm-Up and review: Ça va? Ask students how they are feeling, reviewing the
expressions from previous lessons.
Present the new lesson on days of the week with video clip
Warm-up and review: asking each student “C’est quel jour aujourd’hui?” or “Quel est la date aujourd’hui?” each
day after the introduction of this new vocabulary.
- The teacher will
distribute the “L’anniversaire” Bell Ringer
questionnaire to the students with the lesson’s vocabulary. Students will complete the Bell
Ringer. (10 minutes) Visual Comparing
- The teacher goes over
the days of the week and months vocabulary with the students in class.
Reviewing the students’ previous knowledge of numbers, the teacher
explains how to write the date in French (10 minutes). Auditory/Visual Direct Vocabulary
- The teacher puts the
students in pairs to ask and answer each other in French “When is your
birthday?” (5 minutes). Visual/Auditory
Face-to-Face Promotive Interaction
- Students will organize
themselves in a line based on birth dates using newly acquired
information on French dates. Students will ask each other their birth
dates. (10 minutes) Kinesthetic/Auditory/Visual
Making physical models
- The teacher will
present the calendar project to students. Students must each create their own
calendar on the month of their birthday.
For the remainder of class, Students will work on their calendar
(7 minutes) Visual/Auditory/Tactile
- The students will
complete Bell Ringer activity with a crossword puzzle using English
translations of vocabulary as hints to the answers. (10 minutes) Visual Reinforcing
- The teacher will go
over the correct answers to the Crossword puzzle by questioning students
individually for correct answers to the quiz. The teacher will also
write the correct answers on the smart board. (8 minutes) Auditory/Visual Comments
- The teacher will
review the numbers from 1-10 using a smart board to present the numbers.
This will also be used to introduce numbers from 11-31. (7 minutes) Visual Words Critical
to New Content
- The teacher will
distribute plastic bags containing numbers 0-9 to all of the students in
the class. The students will listen to the numbers told by the teacher
and pair the correct numbers heard. The plastic bags with all numbers
will be collected at the end of the lesson. (15 minutes) Visual/Auditory/Tactile Word in Context
- Any remaining time of
the class will be used to work on the calendars from the previous class.
Visual/Tactile Creating Graphic Representations
- As a Bell Ringer,
students will use plastic bags with number from previous day’s
lesson. The teacher will say
numbers either in a list or two-digit numbers. (10 minutes) Visual/Auditory/Tactile Reinforcing
- As review of the
months and the days of the week, the teacher will present a PowerPoint
presentation displaying images representing the days of the week and
months. The teacher will call on students individually to give the
correct answers to the images.
The PowerPoint will also contain new vocabulary of the seasons in
French and some festivals in Francophone countries around the world such
as Bastille Day and Jour Saint Jean. (20 minutes) Visual Image
- Students will complete
a worksheet containing authentic articles, maps, and calendars in
French. Questions on the back need to be answered by referring to the
clippings on the front page. The teacher is allowed to provide
assistance, for there may be several words the students may not
understand, but the teacher must not directly give the answers. (25
minutes) Visual Word in Context
- The teacher will
review all the days of the week including the months with the students
using the worksheet as reference.
The teacher will also preview what will and will not be on the
test in the next class. (10
minutes) Auditory/Visual Reinforcing Effort
- The remainder of the class
will be used to complete the calendar from the beginning of the class. Graphic Representations
- Orally, the teacher
will quickly review the days of the week and months with the class. (5 minutes) Auditory
- The teacher will
distribute the quiz to the class. Students cannot talk to each other
once the students receive the quiz. The quiz will consist of two parts –
the first being matching and the second being a listening section. The
teacher will first give the listening part for the students allowing the
remainder time to be concentrated on the matching section. The quiz will also include bonus
questions worth up to 3 points. Visual/Auditory
- Once the students have
completed the quiz, students may use the time to work on an extra
activity or their calendars if they haven’t finished. Visual/Tactile
Checks for Understanding
Label: directions, procedures, routines, and/or content
The teacher intricately uses questioning to students after
Before students were paired in asking each other about
their birthday, the teacher gave an example question/answer response. While students asked each other about their
birthdays, the teacher would observe the students and ask them about their
Teacher will ask students when their birthday is and
assist them in arranging themselves in the correct place in line.
Type and purpose
Formative Assessment: checking for understanding,
questioning students in groups and individually, observing students working
on activities, observing on-and-off task behavior, and reviewing homework
& class work when completed, and going over the lesson pre-quiz together
as a class to prepare for the test.
Calendar assignment will be given a formal grade based on completion
and inclusion of specifically outlined criteria (Checklist). There will be a 20 question test at the end
of the unit, which will receive a summative grade.
At the end of the lesson, the students will decide as a
group where and how to display their calendar assignments. These will be used as a way to wrap up the
lesson on dates and days of the week before moving on and introducing new
topic materials. The calendars will
also serve as a reminder of what students learned as it will be used
throughout the rest of the year to display the date and celebrate student
and/or Interactions with Support Staff
Students with exceptional learning needs may receive
extra time to perform tasks, more one-on-one help or attention, be partnered
with “above average” students or a student aid, receive written directions or
updates sent home to parents, or any other accommodations as outlined on
specific student IEP’s. Auditory/Visual
Visual aids such as image association for vocabulary
terms are provided for visual learners.
The “Jingle Bells” month song is a useful tool for auditory learners or
those with musically based intelligences. Visual
Whiteboard or Smart board
*The procedure is flexible and subject to adjustments
depending on students’ understanding of content. Time on certain activities
may be extended or shortened where needed.*