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EDSE 368 PPP Lesson Plan

Teacher’s Name: Amanda Cunningham Grade: 10 Unit: TravelGerry Annand # Students: ~16 Topic: passé composé

using êtreLength of Class: 80 Minutes Duration: ~ 2 days

Materials: Smartboard & Whiteboard Resources: En Bons Termes 6 Edition: Teacher Maison d’être Handout Guide & Student workbook ½’ X 1’ flashcards for maison d’être verbs Program of Studies FSL 9yr Worksheets #1 & #2 Various websites as indicated on Gnome mascot & postcard pictures reference sheet,Class CD playerTheme music from “Rocky”

Preparation: Prepare/photocopy maison d’être handoutPrepare flashcardsPhotocopy drill worksheetBring markers and scrap paperPrint-off Gnome “postcards”

Previous Knowledge: Students are becoming accustomed to instruction delivered primarily in French. Students know how to conjugate regular and irregular –er, –re, and –ir verbs in the present tense. Students have already been introduced to the function of the passé composé and understand that passé

composé is formed using an auxiliary and past participle. Students have learned how to form passé composé with the auxiliary “avoir”. Students are familiar with past participles of regular –er verbs.

General Outcomes: Students will use, with accuracy, knowledge of linguistic elements of the French language to fulfill their

communicative intents. (Language p. 11) Students will use their knowledge of strategies to enhance learning and to communicate in French

(Language Learning Strategies (p. 11)

Specific Outcomes: Students will acquire knowledge of the passé composé (Knowledge of Language Concept p. 57) Continue to use a personal repertoire of memory strategies to facilitate the learning, recollection or

retention of vocabulary and/or grammatical structures (Memory Strategy p. 60)

Instructional Objectives: At the end of the lesson students will be able to:1) Recognise that some verbs take the auxiliary “avoir” and other verbs require “être” to form the passé

composé,2) Identify the verbs that require être to form the passé composé,3) Provide the past participle of each of these verbs ,4) Produce orally and in writing simple sentences in the indicative mode using passé composé,5) Use the maison d’être as a memory strategy.

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Day 1

Time Allowed Activities AssessmentAnticipatory Activity: 5-10 minutes

Distribute maison d’être handout to each student. Bring up maison d’être diagram on Smartboard. Direct students to work in pairs to identify French verbs that

correspond to the cues on the handout and write those verbs on the FIRST of the two “houses”.

Teacher will supply three examples (“naître”, “retourner”, “aller”) using the Smartboard before students begin.

Instruct them that if they don’t know the French verb, they can write down the English verb.

While students are working, teacher writes on the whiteboard the subject pronoun paradigm vertically (Je, Tu, Il, Elle, Nous, Vous, Ils, Elles).

Transition: 1 minute

Teacher announces that time is up and we will discuss answers together.

Presentation Part 1: 2 -5 minutes

Remind the class that they have been working on the passé composé.

Review by asking for volunteers to conjugate passé composé form for “manger” first, then “aimer”, for each pronoun in the subject pronoun paradigm.

Write their answers next to the subject pronouns on the whiteboard, first for “manger” then for “aimer”.

Based on amount of participation and accuracy of answers, teacher can gauge how much time to spend on reviewing the form of the passé composé (aux + past participle).

Presentation Part 2: 10-15

Explain that the majority of verbs use the “avoir” auxiliary in passé composé, however, a limited number of verbs require “être”.

Teacher returns to the board, erases the examples from previous exercise and then conjugates “être” for each subject pronoun, and draws a blank beside each one (indicate the corresponding agreement inflection):

Je suis_______(e)Tu es______(e)Il est_______Elle est________eNous sommes_________(e)sVous etes________(e)(es)(s)Ils sont______sElles sont______es

These “être” verbs are the maison d’être verbs. Direct students to look at their maison d’être handouts. As a class, correct the handout while teacher fills in responses on

the Smartboard while repeating verbs orally. Teacher will supply any remaining answers (see attached answer

key).

Presentation Part 3: 15-20

Ask class what they think the past participle would be for “tomber”, “entrer”.

Teacher fills in the blanks on the white board, first for “tomber” then for “entrer”.

Correctness of predictions will give an idea if class has applied the passé composé rule

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Students are to copy the paradigm in their notes as it is being filled in.

Teacher explains that about half of these verbs conjugate like –er verbs.

The other half of the verbs have different endings on their participles. Teacher indicates these by circling these verbs on the smartboard diagram (see attached answer key), directing students to do the same on their handouts.

Teacher gives past participle form of “venir”. Then teacher completes paradigm on whiteboard using “venir”. Tell

students to take note of, but not concentrate on, inflectional endings, for now. They will learn about those in the next lesson.

Students are to copy the paradigm in their notes as it is being filled in.

Teacher returns to Smartboard to bring up “Alamo” maison d’être and provides all other non –er participle forms and directs students to fill in the second maison d’être diagram with the corresponding participle form.

Direct students to complete the second maison d’être by providing past participle forms for remaining (which will be the –er ) verbs.

from last lesson to new forms.

Transition:1 minute

Play “Rocky” music (as per class routine to signal game time) Teacher announces that times up and now it’s time to get

moving!!!! Practice 1:Flashcard Relay

12-15 minutes

Divide the class into two teams (split the room in half). Assign them team names and write name on whiteboard (Équipe

Maroc and Équipe Belge and place the Gnome mascots next to team name).

Give each student some scrap paper and give the closest student on each team a marker.

Tell the students that you will hold up flashcards with the infinitive form of a verb (SET #1).

They are to write the past participle on the paper as quickly as possible and then hold up their paper and shout out the answer (E.g. “rentrer” > student writes “rentré”). Students can refer to the maison d’être for help.

Award a point on the whiteboard to the corresponding team. If the team gets it wrong, the other team can steal the point if their

answer is correct . Ask the students to show their answers to the class. If no one knows the answer, supply it by writing it on the

whiteboard while saying it. Ask the student to pass the marker to their neighbour and repeat

procedure (Go for 5 minutes). Now explain you will hold up flashcards with a subject (SET 2) and

the infinitive (SET 1) and they must supply the complete passé compose form (E.g. “Je” + “rentrer” > student writes “Je suis rentré”)

Follow the same procedure as outlined above. (Go for 5 minutes)

Monitor answers: accuracy of passé composé formation should improve as activity progresses

Transition2 minutes

Tell them they did an excellent job and acknowledge the winner. Anticipate that they will want to know what the prize is. There isn’t

one. Just team pride and the thrill of competition! (and of course pride in their learning!!!!!)

Ask students to pass their scrap paper forward. Teacher collects the paper and markers.

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Direct students to take out their pencils.Practice 2:Workheet #1

10-15 minutes

Handout Worksheet #1 (attached) to each student Direct students to complete the worksheet by changing the

sentences from present tense to passé composé (give them 5 minutes). Direct their attention to the example provided.

Ask students to switch their paper with a neighbour in order to check each other’s answers (5 minutes).

Students then return papers to owner and Teacher asks if there are any questions.

An opportunity for peer and self-assessment of accuracy of passé composé formation .

Circulate throughout to monitor student-to-student feedback to determine that peer assessment is accurate.

Day 2

Transition:2 minutes

Tell class we will be continuing with passé composé with auxiliary être today.

Tell them they should take out their notes (maison d’être) from last class.

Circulate throughout to monitor student-to-student feedback to determine that peer assessment is accurate.

Practice 3:Workheet #2

12 minutes

Handout Worksheet #2 (attached). Tell students there are 4 questions and that they will have to ask

each question to a different person. They MUST answer (in French) in complete sentences and write

down their partner’s answer in French. Direct their attention to the example provided.

An opportunity for self-assessment of ability to produce form both orally and in writing.

Transition:2 minutes

Flick the lights (as per classroom routine) to get students back to their seats.

Production 1, Phase 1:

30 minutes

Tell class they will work in groups (4 groups of 3 & 2 groups of 2, each with one student with stronger oral skills).

Explain that they will be given 2 pictures of gnomes in various places/situations. They will have to work in groups and write down sentences (approx. 4-6) in the past tense in FRENCH describing how the gnome came to be there for each picture.

Tell the students they will be asked to share their story orally. Call out groups members according to what is written on the back

of the gnome pictures (each group is assigned 2 pictures which are attached together)

Give each group their pictures then ask them to find their partners and begin working.

Facilitate group work where necessary

An opportunity for informal peer and self-assessment of accuracy of passé composé formation.

Circulate and make note of accuracy, fluency, and complexity of passé composé use and form.

Transition:2 minutes

Flick the lights (as per classroom routine) to get students back to their seats.

Production 1, Phase 2:

15-20 minutes

Explain that there are two group A’s, two group B’s and two group C’s. Each groups letter is indicated on the back of the postcards.

Direct the groups to find the other group with the same letter and each group is to share their stories with each other.

Observe and make note of accuracy, fluency, and complexity of passé composé use and form.

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Everyone in the group should participate in the story telling.

Wrap up:10-15 minutes

Explain that over the past two classes we have learned how to form the passé compose with être and avoir.

Tell the class that in our next lesson we will focus on agreement inflection which are those endings that they were instructed to take note of but temporarily ignore.

Write an example on the board:

E.g. Je suis allé(e).

Explain homework assignment as outlined below. Ask if there are any questions about the material covered in class

and/or about the homework assignment. End with “sandwich” feedback.

Formative Lesson Assessment (Production 2): Homework Assignment Students will be asked to write a paragraph (6-8 sentences using a variety of verbs) in French describing some past travel experience. The homework will not be graded, but students will be called upon next class to present their description orally to the class and then submit it to the teacher. The teacher will provide feedback on written performance in the form of written corrections and comments. Having the students hand in their paragraph gives the teacher an opportunity to assess if students can use the appropriate auxiliary (Objective 1, 2) and past participle (Objective 2 & 3) when forming utterances (Objective 4) using the passé compose. Furthermore, the teacher can provide feedback on strengths and weaknesses allowing the student to assess their own learning and what skills they need to develop further. Students will be required to work on their paragraph in the next lesson, when they learn about subject-participle agreement. This practice will build knowledge that will be required for a culminating summative assessment project at the end of the Travel unit.

Reflection: