TITLE: Commencons-Let's Begin!
TASK DEVELOPER: Mr. Paul Jones
GRADE AND CONTENT AREA: French 1 - Grades 9-12
SCOPE AND SEQUENCE: Mise en Train-La Rentree,Tu as quel age? Unit 2
TARGET TEACHING DATE: October 16,2006
SCHOOL: Mergenthaler Vocational Technical Senior High School
STANDARDS:

Foreign Language Standards

Standard 1.0 - Communication: Communicate in Languages Other Than English:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and inter pr&Mac246;t written and spoken language on a variety of topics.

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PERFORMANCES:

The students will write a friendly letter. They will copy certain vocabulary on class subjects learned in the chapter; le matin, l'algebre, les sciences, l'histoire, etc. With a handout provided, the students will answer the questions on class subjects by using the conjugation of the verbs faire and aimer.

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SETTING:

Real World Setting: Education: You are a French high school student who is writing a letter to your American pen pal. You are faced with having to write a response in friendly letter form explaining your typical day at your school. You must write an eight to ten sentence letter with a greeting, body, and salutation. Once you have completed your letter that describes the classes that you take and the sport that you either play or game that you may have watched, you will turn in the assignment to your teacher.

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SMARTSKILLS:

Level I: Acquiring Data - Data students will acquire in this standards-based task:

Vocabulary: aimer- like
J'aime- I like; Jen' aime pas- I don't like

le matin- Latin; l'algebre- Algebra; les sciences- Science; l' histoire-History

le volleyball- volleyball; le tennis- tennis; le football- soccer; le basketball- basketball; le football americain- football

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PREFERENCES:

Task Approach - The students will complete the task individually and in a whole class group setting.

Assistive Technology Accommodations - Students with special needs will require the following presentation of information: Extra processing and response time.

Use of Resources - The school will provide classroom materials such as pencil, paper, notebooks.

Use of Resources - The students will provide classroom materials such as pencils, paper, notebooks.

Customer for Student Work - The student will present their work as evidence of task completion to the teacher.

Assessment of Student Work - The student's teacher will be involved in assessing student work generated to complete the task.

Assessment of Student Work - Performance assessment will be used to determine progress and results:

Reporting Results - The assessment results will be reported as a score point on a rubric.

Timeline - The estimated time needed to plan, teach, and score this task is two planning periods and one class meeting

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INSTRUCTIONAL ACTIVITIES:

Inquiry Teaching

Day One - Activity One: Drill
Estimated Time: 10 mins.

Step 1: Students will copy the Drill from the front of the board.

Step 2: Ecris la frome correcte du verb "Faire"

  1. Je____________________du roller en ligne.
  2. Tu_____________________ du roller en ligne.
  3. Il, elle_______________ du roller en ligne.
  4. Nous__________________ du roller en ligne.
  5. Vous__________________ du roller en ligne.
  6. Elles _________________ du roller en ligne.

Step 3: Ask for volunteer students to share their questions, issues, or problems with the class.

Technology: taskbuilderonline.com
Materials:pens, paper,
Student Product or Performance: oral respones from students on a voluntary
Scoring Tool:N/A

Day One - Activity Two: Motivation
Estimated Time: 10 mins.

Step One: Students will review and discuss previous vocabulary structures: salutations and the conjugation of the verb Faire (Je fais, tu fais, il, elle fait, nous faisons, vous fartes).

Step Two: Have the students volunteer to orally conjugate the verb faire.

Technology: taskbuilderonline.com
Materials:pens, paper, chalkboard
Student Product or Performance:voluntary oral response from children
Scoring Tool:N/A

Day One - Activity Three: Think Pair Activity
Estimated Time: 15 mins.

Step One: Students will place themselves in pairs. Each pair will be given a worksheet that will contain several activities of where the pair will have to conjugate the verb "faire".

Step Two: The group of two that has correctly completed the verb conjugation activities will when the game.

Step Three: The teacher will come around and check for group accuracy.

Technology: taskbuilderonline.com
Materials:worksheet, pens, paper
Student Product or Performance: written conjugations
Scoring Tool:point system

Day One - Activity Four: Introduction to Sports and Subjects
Estimated Time: 20 -30 mins.

Step One: On the board, have the students to copy and conjugate the term aimer (to like).

Step Two: Using a handout, the students will practice conjugating the verb aimer and pair it with various sports and school subjects (see performances for terms).

Step Three: As class, have the students volunteer an answer for each sport/ subject on the sheet.

Technology: taskbuilderonline.com
Materials:worksheet, pens, paper
Student Product or Performance: volunteering conjugations of the verb in senetence form.
Scoring Tool:N/A

Day One - Activity Five: BCR Activity
Estimated Time: 20-25 mins.

Step One: Students will copy the Real World Setting assignment.

Step Two: Students will turn in assignment.

Technology: taskbuilderonline.com
Materials:pen, paper, transparency
Student Product or Performance: friendly letter in French
Scoring Tool: Rubric

Activity Six: Home Assignment

In the movie, "Joan of Arc" it has been stated that there are similarities between the crucifixion of Jesus Christ and the suffering that Joan endured from her own people-the French. Describe in detail with supporting ideas these similarities.

Technology: taskbuilderonline.com
Materials: video, TV, VCR, pen, paper
Student Product or Performance: an ECR
Scoring Tool: Rubric

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SCORING:

Maryland High School Social Studies Rubric: Constructed Response Items

LEVEL 4
This response shows understanding of the content, question, and/or problem. The response is insightful, integrates knowledge, and demonstrates powerful application.

  • The application shows powerful evidence of higher order thinking skills.
  • Concepts are accurate and well supported.
  • There are no misconceptions.
  • The response is comprehensive.

LEVEL 3
This response shows some understanding of the content, question, and/or problem. The response includes appropriate application that demonstrates evidence of higher order thinking skills.

  • The application shows some evidence of higher order thinking skills.
  • Concepts are accurate and supported.
  • There are no interfering misconceptions.
  • The response may not develop all parts equally.

LEVEL 2
This response shows knowledge of the content, question, and/or problem. The response is acceptable with some key ideas. The response shows little or no evidence of application.

  • The response includes some basic ideas.
  • The response provides little or no support.
  • There are minimal misconceptions.

LEVEL 1
This response shows minimal knowledge of the content, question, and/or problem. The response is related to the question, but it is inadequate.

  • The response includes incomplete or fragmented ideas or knowledge.
  • There may be significant misconceptions.

LEVEL 0
The response is completely incorrect or irrelevant. There may be no response.

Knowledge and Understanding indicate the degree to which the response reflects a grasp of the content, question, and/or problem presented in the stimulus. The response indicates mastery that progresses from knowledge to understanding.

Source: http://www.mdk12.org/practices/support_success/hsa/gov_rubric.html

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RESULTS:

Reflect: I noticed that the students had several challenges to this assignment. The first challenge was to formulate a typically easy statement such as "I like football. Do you?" into French. However, this was easily remedied by my constant referral to the text and the conjugations that we did in class. What I was surprised at was that most of the class was not familiar with the format of a friendly letter. I had to briefly explain the format to them before they were able to complete the task. Another challenge was that the students had to admit that they had some interest in school and that it was not just a place that they were forced to go five days a week.

The rubric results were (4)-12 students ; (3)-15 students; (2)- 9 students; (1)- 4 students

Students who received 2 or less just simply didn't put enough effort into the assignment. Sometimes when teaching another language students do get overwhelmed by the translation of an otherwise easy assignment into another language.