UNIT PLAN AUTHOR (First & Last Name): Becca Harrison

Course/Grade Level French 2 – mostly 9th and 10th grade

Implementation Time: Minimum of 4 block days or 7-8 hours of instruction
Maximum of 6 block days

Unit Title: La vie des ados (the daily lives of adolescents)

Conceptual Lens (“Macro-concept/Big Idea”): *Micro-concepts:
Social and cultural trends in the US and Francophone I can describe my daily routine
countries I can describe the daily routines of my friends and family
members
I can describe what I do to get ready for various
situations/events
I can describe and compare fashion trends in my community.
I can describe and compare social media trends in my
community and in Francophone communities
Unit Overview / Summary: In this unit, the students will explore various social/cultural trends in the Francophone world. In
addition, they will also learn how to describe trends in their own communities. The primary goal of this unit is for the students to
gain a better understanding of how their daily routines, fashion styles, social media usage, and other personal preferences
influence their identity, and be able to use those topics to compare their community with Francophone communities. By the end
of the unit, students will be able to create and market their own fashion line.

Stage 1 – Desired Results

What relevant goals (e.g. content standards or TEKS/SEs, course or program objectives, learning outcomes) will this design
address?
Established Goals:
Skill: The Student Can Lesson Objectives
Interpretive Read and listen to simple factual articles/videoclips about social/cultural trends.
Interpersonal Exchange information about French trends, describe my daily routines, and describe the daily routines of
others
Presentational Present my daily routine orally, create an advertisement for a fashion line
Culture Discuss Paris fashion week and fashion trends in francophone communities
Connections Make connections between events/situations and clothing styles
Comparisons Compare and contrast social media usage in their communities with a francophone community
Communities Discuss Paris fashion week and fashion trends in francophone communities
*Include full TEKS/SE text here. You may copy and paste from:
LOTE
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written
exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of short
statements and sentences with appropriate and applicable grammar structures and processes at the specified proficiency
levels. The student is expected to:

(A) ask and respond to questions about everyday life with simple elaboration in spoken and written conversation;

(B) express and exchange personal opinions or preferences with simple supporting statements in spoken and written
conversation;

(C) ask and tell others what they need to, should, or must do with simple supporting reasons in spoken and written

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conversation;

(D) articulate requests, offer alternatives, and develop plans with simple supporting statements in spoken and written
conversation;

(E) interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and

(F) interact and react in writing using culturally appropriate expressions, register, and style.

(2) Interpretive communication: reading and listening. The student comprehends simple connected statements from culturally
authentic print, digital, audio, and audiovisual materials as appropriate within contextualized situations and sources. The
student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at
the specified proficiency levels. The student is expected to:

(A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;

(B) identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;

(C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and

(D) identify cultural practices from authentic print, digital, audio, and audiovisual materials.

(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture
of phrases and sentences with appropriate and applicable grammar structures and processes at the specified proficiency
levels. The student is expected to:

(A) express and support an opinion or preference orally and in writing with supporting statements; and

(B) describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details
and simple elaboration.

Enduring Understandings (“Generalizations”): Essential Questions:

Students will understand that . . .
 What are the big ideas?
 What specific understandings about them are desired?
 What misunderstandings are predictable?
A series of statements:
Pre-trip organization enhances a travel experience
Total required = 4 or more
1. My daily routine provides the framework for my life
2. Different cultures have different daily routines
3. Social media usage shapes people’s communication styles
and relationships with other people.
4. Fashion is an integral part of personal identity
 What provocative questions will foster inquiry,
understanding, and transfer of learning?
Tie these to the understandings:
Why is it important to be organized when you travel?
Total required = 10 or more (correspondent to the number of
Enduring Understandings in the unit)
 At least 1-2 factual and 1-2 conceptual per
understanding (Note: More than 2-4 may be needed to
guide students toward a complex Enduring
Understanding.)
 At least 1 philosophical overall
1. What is my daily routine?
2. What are my friends’/family member’s daily routines?
3. How do my daily routines shape my life?
4. How does French clothing sizing work?
5. How do different situations/events shape my clothing
choices?

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 6. How is my social media usage similar to or different from
my classmates’?
7. How does my social media usage affect my life?
8. How does social media usage affect how a society
functions?
9.Do I define my fashion choices, or do my fashion choices
define me?
10. How do fashion trends influence individual decision-
making?

Students will know . . . Students will be able to . . .

 What key knowledge and skills will students acquire as a  What should students eventually be able to do as a
result of this unit? result of such knowledge and skills?

 The students will know how to use reflexive verbs to  Narrate their daily lives
describe their daily routines
 Compare and contrast their own social media usage with
 The students will know that social media use varies the francophone world
by region
 Create and market their own fashion line
 The students will know that social trends shape
interactions and communication between people *These lists will be derived from your TEKS and learning
plan items.
 The student will know that different areas of the world
have different regulations for data collection and
advertising on social media

*These lists will be derived from your TEKS and learning plan
items.
Stage 2 – Assessment Evidence
How will teachers know that the students have learned and can apply the required TEKS/SEs? What evidence will be collected
to determine whether or not the essential understandings have been developed, the knowledge and skill attained, and the state
standards met? *Anchor the work in performance tasks that involve application; supplement as needed by prompted work,
quizzes, observations, etc.
Performance Tasks Other Evidence
 Through what authentic performance tasks will students  Through what other evidence (e.g. quizzes, tests,
demonstrate the desired understandings? academic prompts, observations, homework, journals) will
 By what criteria will performances of understanding be students demonstrate achievement of the desired results?
judged?  How will students reflect upon and self-assess their
learning?
Performance – not a task that builds skills but the
demonstration of those skills. Weekly vocabulary checks
“Day in the life” video (presentational speaking)
At least 1 formal summative + rubric Ss will make a video following their daily routines.
(Note: If required by your CT to use an assessment that Presentational rubric
fails to demonstrate best practice, plan also to submit a Compare/contrast social media usage writing assignment
“more perfect world” summative assessment & rubric for Students will use data from this survey
use as an alternative.) Friday Review
Every Friday, students will complete a reflection and
Ma Marque correction of the assignments they completed for that

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 Students will create their own fashion line and week
make a promotional video to advertise their Mon style
clothing Le style d’un célébrité
Presentational rubric Devinez la tenue
Une journée avec Mama

At least 3 informal formative assessments that serve to scaffold

students toward mastery on your summative assessment + planned
approach for grading or rubric(s) for each)

Stage 3 – Learning Plan

What learning experiences and instructional strategies will enable students to achieve the desired results?
5 E’s Teaching and Learning Experiences:
DAY 1 Teaching and Learning Experiences with Pacing (Repeat from this section on for all lessons) Pacing
Resources/Materials Required Technology Integration
(Texts, supplies, Internet resources, etc.) (Re: instructional delivery, student activities, formal or informal
inquiry-based assignments, products, etc.)
Day 1
Daily slides Minimum: At least 2 examples of integration should be
Reflexive verb battleship game identified here:
Comme d’habitude video o Comme d’habitude video
24h dans la vie assignment o Reflexive verbs video
Week 1 vocab list o BLEND video recording (24h dans la vie)
BLEND page 1
BLEND page 2

Prerequisite Skills / Critical Background Content Instructional Vocabulary

Conjugating in the present tense Week 1 vocab list

Subject Level and Proficiency Level: French 2 novice high

Teach Date: October 12
Lesson Title: Daily Routines
TEKS / Can-Do Performance Standard(s) addressed:
 I can identify the topic and some isolated facts from simple sentences in fictional
texts/audio clips
 I can present personal information about my life and activities, using simple sentences
most of the time.
 §114.40 c1(B)  express and exchange personal opinions or preferences with simple
supporting statements in spoken and written conversation
Enduring Understanding:
• My daily routines are an integral part of my identity
Essential Question (S.M.A.R.T.):
• How do I describe things that I do habitually?
Guiding Questions:
• How do I talk about actions that I do to get ready for the day?
• How do I talk about things that I do to myself (like brushing hair/teeth, etc)?

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Assessment: (How will you know that students have mastered the Essential Question? What will
be the measurable proof that each student will do to show that they’ve accomplished the Essential
Question?)
By the end f the lesson, students will be able to narrate the daily life of a person of their choosing
in this assignment: 24h dans la vie assignment

Lesson Objective (SWBAT using kid-friendly language):

I can describe someone else’s daily routine

Resources / Materials (advance preparation needed for this lesson):

Daily slides
Reflexive verb battleship game
Comme d’habitude video
24h dans la vie assignment
Week 1 vocab list
BLEND page 1
BLEND page 2

Mode(s) of Communication addressed in this lesson (this should be completed last):

 Interpersonal  Interpretive  Presentational
Through:  Speaking  Listening  Reading  Writing IN THE TARGET LANGUAGE
Differentiation Strategies:  Content  Process  Product
For:  GT  ADHD  Dyslexia  Hearing Impaired  504  SpEd students 
.
 Assessment directions are delivered orally and in writing. In addition, I made a video of
myself explaining the directions for the graded assessment, just in case they didn’t catch it
when I explained it live.
 No grade penalties are applied for late work
 As I visit the breakout rooms, I will give individualized reminders and redirection to
students who need more support in order to focus
 Grouping ss with people that they choose helps to ease anxiety associated with speaking
activities

THE LESSON SEQUENCE TIME

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 BEGINNING
Mode:  Interpersonal  Interpretive  Presentational  IN THE TARGET 7 min
LANGUAGE
Through:  Speaking  Listening  Reading  Writing  IN ENGLISH

Warm-Up (hook; engage; connect):

 I will greet the students as they enter and ask them how they’re doing today.
o Bonjour ! Comment vas-tu, ___?
 My presentation (which I will be screen-sharing) will include the question
(comment allez-vous aujourd’hui?) as well as several different responses that
they can choose from. I have included these scaffolding responses because I have
noticed in previous lessons that my students tend to respond with a simple “ça
va.” Since adding this scaffolding, they have included more detail in their
responses. I plan on keeping this scaffolding in the presentation for 5 class
periods, at which point I will remove it and see if the students continue to give
me detailed responses without the extra scaffolding.
 As they respond, I will thank them in French and make a note on my roster. This
will allow me to hold them all accountable and make sure that everyone
participates.
 If a student mis-pronounces something, I will parrot it back, modeling correct
pronunciation. This will serve as a form of quick feedback and correction.
 During this time, I will also create their “table group” breakout rooms in
preparation for their beginning-of-class discussion.
Rationale (Why are students doing this? What is the purpose? How does it connect to
the obj./EQ)

This will help the ss to get comfortable speaking in front of the class and talking about
how they are doing. This also gives me an opportunity to take attendance and create
their breakout rooms for the next activity.

Transition statement (How will you smoothly connect to what’s next to show the
progression to their learning within this lesson? What will you say/do?):

Thank you everyone for sharing! Now, I’m going to put you into groups to answer a few
discussion questions. As you’ll remember from last week, you filled out a survey about
who you’d like to have in your “table group” for this unit. Using that information, I’ve
created your groups! These are the people you’re going to be working with on group
work for this unit, as well as who you’re going to talk to during your discussion section
at the start of each class period.

What is the teacher doing? What are the students doing?

Greeting students by name as they enter the Sharing how they’re doing today, out loud and in
Zoom French
Listening to ss tell how they’re doing today Listening to their classmates share how they’re
Thanking ss for sharing how they’re doing doing

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today
Prompting quieter students to share how
they’re doing today
Moving ss into their breakout rooms for the
next activity

(Please underline CFU’s)

Mode:  Interpersonal  Interpretive  Presentational  IN THE TARGET TIME
LANGUAGE 8 min
Through:  Speaking  Listening  Reading  Writing  IN ENGLISH

 I will go over the discussion questions with the students and ask them what they
think the question in French means. (3 min) (Qu’est-ce que ça veut dire en
anglais ?)
 In my presentation, I’ve included the two questions
o Question 1: comment était ton weekend ? This question was included
because the students just finished their unit about activities and personal
preferences. This questions allows for a lot of flexibility in responses –
students can answer with a general “it was good,” or they can give more
detail about what they specifically did over the weekend that made it
good.
o Question 2: What were your “roses and thorns” for this weekend? Share
one good thing that happened, and one thing that challenged you. This
question is included to facilitate bonding and teambuilding among the
students. This is the first class where they’re discussing in groups, so I
wanted to give them an opportunity to just talk about their lives!
 I will send them out into their breakout rooms. Right after I send them out, I will
email the students who are absent to remind them to join the Zoom if possible.
 Then, I will enter each breakout room to eavesdrop and remind them to speak in
French when answering the first question (if I hear them using English)
 The slides will be posted on BLEND, so the students will still be able to access all
questions and scaffolding after they have gone into their breakout rooms
 When the students come back from their breakout rooms, I will invite them to
share their answer to one of the discussion questions in the chat

Rationale (Why are students doing this? What is the purpose? How does it connect to
the obj./EQ):

Several weeks ago, I noticed that the students often did not talk to one another in
breakout rooms. To get them to talk, I had to go into the room and prod them into
speaking to each other. After asking a few students about it, they told me that they often
felt awkward in the breakout rooms because they didn’t know the other people in their
class very well. The solution we came up with was to put them into “table groups” and
focus more on conducting teambuilding activities with them. Last week, I had them each
take a survey where they told me which classmates they work well with and which

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classmates they do not work well with. In creating the groups, I did my best to honor
their wishes for groupmates while also including a variety of skill levels in each group.
At the beginning of each class period, they answer a few discussion questions with their
groupmates (some in French, some in English). This serves a few different purposes –
the students get to practice their interpersonal speaking and listening skills, the content
of the discussion questions prepares them for the day’s lesson, and they have an
opportunity to get to know one another in both English and French.

Transition statement (How will you smoothly connect to what’s next to show the
progression to their learning within this lesson? What will you say/do?):
Merci tout le monde ! Maintenant, j’ai quelques annonces pour vous. Notre objectif
aujourd’hui est : I can describe my daily habits.

What is the teacher doing? What are the students doing?

Sending a quick email to students who are Reviewing the discussion questions with me
absent Answering question 1 in French
Reviewing the questions and possible Answering question 2 in English
responses with the students Respectfully listening to their classmates share
Going into breakout rooms to listen, offer their opinions about questions 1 and 2
corrections, re-direct students to keep them
on-task, and ensure that they’re answering
the first question in French.
Inviting students to share what they
discussed

(Please underline CFU’s)

MIDDLE TIME
Mode:  Interpersonal  Interpretive  Presentational  IN THE TARGET 15
LANGUAGE min
Through:  Speaking  Listening  Reading  Writing  IN ENGLISH
 Comme d’habitude word hunt
 I will ask students to get out their cahiers and open to the page with their “mes
routines” vocabulary for this week.
 The following directions will be on the screen:
o Lisez les paroles
o Cherchez les mots de vocabulaire
o É crivez les mots de vocabulaire que vous trouvez !
 Each sentence will also include a small icon to represent its meaning (a person
reading for the first direction, a magnifying glass for the second, and a pencil for the
third). These icons will scaffold understanding for students who have a more difficult
time reading in French
 I will read through each direction, pausing to ask students what they think it means
(qu’est-ce que ca veut dire ?)
 Once all the students are clear on the directions, we will listen to the song together.

8
 In addition to listening to the song, the lyrics have been posted on BLEND. As they
listen, students will read the lyrics and search for their vocabulary words in the song.
 When we’re done, I will invite students to type what they found in the chat.
 In their vocabulary list, the reflexive verbs given are in the infinitive form. In the
song, those same reflexive verbs are conjugated (ex: se habiller -> tu t’habilles)
 I will point out that some of the phrases that the students identify are slightly
different from the list. Why is this? Why does that little word in from of the verb
change as well?
o Students will answer either out loud or in the chat. Expected answer: The
verbs change because the subject changed. The little word (se, te, me) also
changes to match the subject.
Rationale (Why are students doing this? What is the purpose? How does it connect to the
obj./EQ?):
This activity is intended to introduce students to different conjugations of reflexive verbs in
the present tense. The students have already learned how to use the present tense – they
just need to learn about that “little word” – the reflexive pronoun. By using this song, the
students will discover for themselves that the reflexive pronoun also needs to be
conjugated.

Transition statement (How will you smoothly connect to what’s next to show the
progression to their learning within this lesson? What will you say/do?)
Nice work figuring that out! Now that we’ve looked at a few of these reflexive verbs in
action, let’s learn more about how they work.

What is the teacher doing? What are the students doing?

Reading directions out loud in French Listening to and reading directions for their
Asking students what they think each comme d’habitude activity
direction means Listening to the song
Playing the song Reading the lyrics to the song
Asking the students to reflect on the words Searching for their vocabulary words in the song
they found – what are the differences between and writing them down
the words in the song and the words in your Sharing out what they found
vocab list? Why do they change? Reflecting on the words they found
Responding to teacher’s questions
(Please underline CFU’s)
Mode:  Interpersonal  Interpretive  Presentational  IN THE TARGET TIME
LANGUAGE 15
Through:  Speaking  Listening  Reading  Writing  IN ENGLISH min

Les Verbes Réfléchis video activity

 Students will watch the reflexive verbs video and take notes in their cahiers. To take
notes, they will use the following guided note outline:
o Répondez aux questions dans votre cahier :
o What is a reflexive verb?

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 o What do you need to add to make an action reflexive?
o Fill in the table below as you go:
 Je _____ lève
 Tu _____ lèves
 Il/elle/on ______ lève
 Nous _____ levons
 Vous ______ levez
 Ils ______ lèvent
 Students will have 8 minutes to watch through the video on their own and complete
their guided notes (video is approx. 3 minutes long)
o When they’re done, they will indicate that they have finished by clicking on
the “yes” reaction in the participants button of Zoom.
 Students who haven’t finished at the end of 8 minutes will receive a private chat from
me asking if they have questions, need help, or just need more time
 When the students have finished, we will go through the guided notes together and
the students will help me fill in each blank.

Rationale (Why are students doing this? What is the purpose? How does it connect to the
obj./EQ):
This is the “direct teaching” section of the class. The students will watch a video explaining
what reflexive verbs are and how to use them so that they will be able to use reflexive verbs
to describe their daily habits later in class.

Transition statement (How will you smoothly connect to what’s next to show the
progression to their learning within this lesson? What will you say/do?):
Now that we’ve learned how to use reflexive verbs, let’s put it to the test! Avec vos
partenaires, vous allez jouer la bataille navale.

What is the teacher doing? What are the students doing?

Going through expectations for the activity
(guided note template)
Directing students to the section of the BLEND
page where they can access the reflexive verb
video
Asking students what they wrote down for
each part of the guided notes so that we can
complete it together as a class
Listening to activity expectations
Preparing guided notes in their cahier
Watching video and filling out guided notes
Sharing what they wrote down for each section of
guided notes

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(Please underline CFU’s)
Mode:  Interpersonal  Interpretive  Presentational  IN THE TARGET TIME
LANGUAGE 15
Through:  Speaking  Listening  Reading  Writing  IN ENGLISH min

La bataille navale
 The following directions will be on the screen:
o Place 7 ships on your board. Keep your board secret.
o Your goal is to find as many of your opponent’s ships as possible.
o Guess a spot on the board by conjugating the verb (given in the row) for the
person (given in the column!)
 To practice, we will play a quick round all together. I will place some ships on my
board and ask the students to guess various spots on the board to try to sink my
ships. Students will respond by typing in the chat or making their guess out loud.
o I will also take this opportunity to correct common mistakes or
misconceptions that the kids have as they guess. This will serve as a quick
check for understanding before I set them off to play the game
 I will pair students up with someone from their group whenever possible, except
in instances where I have groups of odd numbers. They will have 10 minutes to
play in their breakout rooms, keeping track of their scores to determine a winner.
 As the students play, I will visit each breakout room to answer questions, correct
mistakes, and prompt them to speak (if they’re quiet). I will start by entering the
breakout rooms of students who are more shy or unconfident to prompt them to
play the game.
 When they return after 10 minutes, I will ask “qui a gagné ? Vous avez trouvez
combien de bateaux ?” and the students will respond in the chat.

Rationale (Why are students doing this? What is the purpose? How does it connect to the
obj./EQ):
This will allow the students to get lots of repetition with conjugating reflexive verbs
without it feeling repetitious. The competitive nature of the game will also encourage
them to speak and play with one another, even if they’re shy or resistant. Another thing
that I love a bout this game is that the winner isn’t determined by who’s more proficient
in French – it’s determined by who can best use strategy to play battleship. This will allow
me to pair stronger students with weaker students while still giving the weaker students
a fair shot at winning the game.

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 Transition statement (How will you smoothly connect to what’s next to show the
progression to their learning within this lesson? What will you say/do?):
Felicitations, les gagnants ! Now, you’re going to start working on a speaking assessment
to test your reflexive verb skills.

What is the teacher doing? What are the students doing?

Explaining directions for playing la bataille Listening to instructions of how to play the game
navale Playing a practice round with teacher
Playing a test round with the students Playing la bataille navale with a partner
Putting students into pairs and creating their Responding with who won and how many ships
breakout rooms they each found
Visiting each breakout room to answer
questions, correct mistakes, and prompt
students to play with one another
Asking students who won and how many
ships they found

(Please underline CFU’s)

END TIME
Mode:  Interpersonal  Interpretive  Presentational  IN THE TARGET 30min
LANGUAGE
Through:  Speaking  Listening  Reading  Writing  IN ENGLISH

With the rest of class, students will start working on their assignment: 24h dans la vie (25
min)
 The students will take 3 minutes to read through the directions for the assignment
and watch my example video. When they’ve finished looking through the directions,
I will ask students what they should do for this assignment (“qu’est-ce que tu dois
faire ?”) and whether they have any questions (“avez-vous des questions ?”)
 After making sure that they all understand the directions, I will send them out into
individual breakout rooms to work. As they work on their assignments, I will visit
each breakout room to see if they need any help. I will also use this time to check in
with kids who have missing work that they need to turn in.
For the last 5 minutes of class, students will return to the main Zoom room and answer
their closing questions for the day in their attendance form:
 How confident do you feel about reflexive verbs?
 Which activity helped your understanding of reflexive verbs the best? (watching the
video, taking notes, talking about the video together, playing battleship, etc)
 Do you have any questions about reflexive verbs that you want me to address next
class?

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 Once the students have filled out their attendance form with their closing questions, I will
remind them of their vocab check on Wednesday and say goodbye for the day!

Rationale (Why are students doing this? What is the purpose? How does it connect to the
obj./EQ?):
The assignment 24h dans la vie is intended to help the students get plenty of practice with
their reflexive verbs. By giving them this assignment, the students will get lots of repetitive
practice that doesn’t feel repetitive, and they’ll have plenty of creative freedom as well!

Transition statement (How will you smoothly connect to what’s next to show the
progression to their learning within this lesson? What will you say/do?):
Au revoir et bonne journée !

What is the teacher doing? What are the students doing?

Asking the students what they’re supposed to do
for their assignment
Answering questions about directions for the
24h dans la vie assignment
Visiting each breakout room to see if students
need any help
Giving students their closing questions and
reading them as they are submitted
Reminding students about their vocab check on
Wednesday
Saying au revoir as they sign out of the Zoom!
Reading/watching directions for their 24h dans
la vie assignment
Describing what they’re supposed to do for the
assignment
Asking questions about the assignment
Creating their video/voice recording in their
breakout rooms
Completing their closing questions and signing
out of the Zoom

(Please underline CFU’s)

**Be sure to link or attach ALL resources/materials used (ppts, handouts, websites, etc.) within
the lesson**
Remember that the brain remembers MOST what occurs first and last in the lesson cycle.

DAY 2 Teaching and Learning Experiences with Pacing (Repeat from this section on for all lessons) Pacing
Resources/Materials Required Technology Integration
(Texts, supplies, Internet resources, etc.) (Re: instructional delivery, student activities, formal or informal
inquiry-based assignments, products, etc.)
Day 1
slides Minimum: At least 2 examples of integration should be
Qu’est-ce que tu portes ? identified here:

13
Full description of assessment here (Mon Style) o Qu’est-ce que tu portes ? listening activity
BLEND page pt 1 (video)
BLEND page pt 2 o Mon Style video/voice recording assignment on
Qui est-ce ? BLEND

Prerequisite Skills / Critical Background Content Instructional Vocabulary

Reflexive verbs Week 2 vocab

Lesson Title: Les vêtements

TEKS / Can-Do Performance Standard(s) addressed:
 1(A) ask and respond to questions about everyday life with simple
elaboration in spoken and written conversation;

 1(E) interact and react in spoken conversation using culturally appropriate

expressions, register, and gestures;

 1(B) express and exchange personal opinions or preferences with simple

supporting statements in spoken and written conversation;

 2(B) identify the main idea, theme, and supporting details from fiction and
nonfiction texts and audio and audiovisual materials;

 2(C) infer meaning of unfamiliar words or phrases in highly contextualized

texts, audio, and audiovisual materials

 3(A) express and support an opinion or preference orally and in writing with
supporting statements
Enduring Understanding:
• Clothing is a integral part of an individual’s identity as well as a community’s
identity
Essential Question (S.M.A.R.T.):
•How do I describe the clothes that I wear in different situations?
Guiding Questions:
•How are my school clothes different from my weekend clothes?
•What clothes do I wear for different seasons?
Assessment: (How will you know that students have mastered the Essential
Question? What will be the measurable proof that each student will do to show that
they’ve accomplished the Essential Question?)
At the end of the lesson, students will record themselves describing the outfits that
they wear for different situations. They will be given a set of questions to answer,
prompting them to describe different articles of clothing that they enjoy wearing.
Full description of assessment here

14
Lesson Objective (SWBAT using kid-friendly language):
I can describe the clothes that I wear for different situations

Resources / Materials (advance preparation needed for this lesson):

slides
Qu’est-ce que tu portes ?
Full description of assessment here
BLEND page pt 1
BLEND page pt 2
Qui est-ce ?

Mode(s) of Communication addressed in this lesson (this should be completed last):

 Interpersonal  Interpretive 
Presentational
Through:  Speaking  Listening  Reading  Writing IN THE
TARGET LANGUAGE
Differentiation Strategies:  Content  Process  Product
For:  GT  ADHD  Dyslexia  Hearing Impaired  504  SpEd students 
.
 Assessment directions are delivered orally and in writing. In addition, I made
a video of myself explaining the directions for the graded assessment, just in
case they didn’t catch it when I explained it live.
 No grade penalties are applied for late work
 As I visit the breakout rooms, I will give individualized reminders and
redirection to students who need more support in order to focus
 Grouping ss with people that they choose helps to ease anxiety associated
with speaking activities

THE LESSON SEQUENCE

TIME
BEGINNING
Mode:  Interpersonal  Interpretive  Presentational  IN THE
TARGET LANGUAGE
Through:  Speaking  Listening  Reading  Writing  IN ENGLISH

Warm-Up (hook; engage; connect):

 I will greet the students as they enter and ask them how they’re doing today.
o Bonjour ! Comment vas-tu, ___?

15
  My presentation (which I will be screen-sharing) will include the question
(comment allez-vous aujourd’hui?) as well as several different responses that
they can choose from. I have included these scaffolding responses because I
have noticed in previous lessons that my students tend to respond with a
simple “ça va.” Since adding this scaffolding, they have included more detail
in their responses. I plan on keeping this scaffolding in the presentation for 5
class periods, at which point I will remove it and see if the students continue
to give me detailed responses without the extra scaffolding.
 As they respond, I will thank them in French and make a note on my roster.
This will allow me to hold them all accountable and make sure that everyone
participates.
 If a student mis-pronounces something, I will parrot it back, modeling correct
pronunciation. This will serve as a form of quick feedback and correction.
 During this time, I will also create their “table group” breakout rooms in
preparation for their beginning-of-class discussion.

7 min

Rationale (Why are students doing this? What is the purpose? How does it connect
to the obj./EQ)
This will help the ss to get comfortable speaking in front of the class and talking
about how they are doing. This also gives me an opportunity to take attendance and
create their breakout rooms for the next activity.

Transition statement (How will you smoothly connect to what’s next to show the
progression to their learning within this lesson? What will you say/do?):
Merci à tous ! Pour notre discussion aujourd’hui, j’ai deux questions pour vous : une
question en français et une question en anglais.

What is the teacher doing?

Greeting students by name as they enter the Zoom
Listening to ss tell how they’re doing today
Thanking ss for sharing how they’re doing today
Prompting quieter students to share how they’re doing today
Moving ss into their breakout rooms for the next activity

(Please underline CFU’s)

What are the students doing?
Sharing how they’re doing today, out loud and in French

16
Mode:  Interpersonal  Interpretive  Presentational  IN THE
TARGET LANGUAGE
Through:  Speaking  Listening  Reading  Writing  IN ENGLISH
 I will go over the discussion questions with the students and ask them what
they think the question in French means. (3 min) (Qu’est-ce que ça veut dire
en anglais ?)
 In my presentation, I’ve included the two questions (quelle saison préfères-
tu ? et Consider the phrase “dress to impress.” Do you think that dressing
well is important? Why or why not?)
o The first question is included because in their assessment, they will
need to state their clothing preferences for different seasons. They
learned the names of the 4 seasons in French 1, so I wanted to
stimulate recall of that prior knowledge in their table discussion. This
prior knowledge recall will be scaffolded by pictures to represent
each season, labelled with the French word for that season
o The second question is included because we’re starting our unit arc on
clothing. I want them to start to think about their relationships to the
clothes that they wear.
 I will send them out into their breakout rooms. Right after I send them out, I
will email the students who are absent to remind them to join the Zoom if
possible.
 Then, I will enter each breakout room to eavesdrop and remind them to
speak in French when answering the first question (if I hear them using
English)
 The slides will be posted on BLEND, so the students will still be able to access
all questions and scaffolding after they have gone into their breakout rooms

TIME
8 min

Rationale (Why are students doing this? What is the purpose? How does it connect
to the obj./EQ):

Transition statement (How will you smoothly connect to what’s next to show the
progression to their learning within this lesson? What will you say/do?):
As I’m sure you can tell based on your vocab list and the discussion for today, we’re
going to be talking about clothes. Our objective for the day is: I can describe the
clothes that I wear for different situations. Donc maintenant, ouvrez vos cahiers et
trouvez votre vocabulaire pour cette semaine.

What is the teacher doing?

Sending a quick email to students who are absent

17
Reviewing the questions and possible responses with the students
Going into breakout rooms to listen, offer corrections, re-direct students to keep
them on-task, and ensure that they’re answering the first question in French.

(Please underline CFU’s)

What are the students doing?
Reviewing the discussion questions with me
Answering question 1 in French
Answering question 2 in English
Respectfully listening to their classmates share their opinions about questions 1 and
2

MIDDLE TIME
Mode:  Interpersonal  Interpretive  Presentational  IN 15-20
THE TARGET LANGUAGE minutes
Through:  Speaking  Listening  Reading  Writing 
IN ENGLISH
 I will explain the directions for their game (qui est-ce – French
version of Guess Who) in French, giving examples for each
direction to scaffold understanding.
o Choisissez un personage
 Par exemple, je choisis Lucas
o Posez des questions fermées (oui/non) pour deviner le
personnage que votre partenaire a choisi (posez-les à
l’orale, si possible !)
 Je pose à l’oral : “C’est un homme ? »
o Posez les questions à tour de rô le
 Si Mme Preston est ma partenaire, je pose « c’est
un homme ?» Elle répond « oui, » puis elle pose
une question
o Quand vous finissez, retournez au #1. Choisissez un
nouveau personnage, et posez des questions
 Their game board will be posted on BLEND.
 I will ask ss to play a sample round with me to model how the
game is played. I will prompt them by asking “quelles questions
pouvez-vous poser ?” They will ask me yes/no questions about
the person I have chosen to try to figure out who it is. If no one
can think of any questions to ask, I will give them a few starters
and ask them to come up with more:
o C’est un homme ? C’est une femme ?
o Est-ce qu’il porte…(un t-shirt, un jean, etc) ?
o Est-ce qu’il a…(des lunettes, les cheveux noirs) ?
 This modeling could take anywhere from 5 to 10 minutes,
depending on how readily they ask me questions
 I will put students into breakout rooms with 1 person from their

18
 group (if possible. Absences and odd-numbered groups will put
make that not possible in all cases). They will have 10 minutes to
play the game.
 I will visit each breakout room and listen to them as they play,
making sure that they stay in the target language and offering
corrections where needed.
Rationale (Why are students doing this? What is the purpose? How
does it connect to the obj./EQ?):
The students are playing this game to reinforce their knowledge of their
new vocabulary words. Every weekend, their homework is to copy
down the new week’s vocabulary list and begin studying it for their
quiz on Wednesday. This activity will allow them to use the new
vocabulary in a fun, friendly competition. Students are encouraged to
play the game without their vocabulary list if they can – this way, the
game can also serve as a self-check for how effectively they studied over
the weekend. If they can’t play the game without their vocab list, this
serves as a signal to them that they need to do some more studying
before the vocab quiz on Wednesday.

Transition statement (How will you smoothly connect to what’s next to

show the progression to their learning within this lesson? What will
you say/do?):
On a pratiqué le vocabulaire à l’oral. Maintenant, on va faire une
exercise d’écoute avec le nouveau vocabulaire.

What is the teacher doing? What are the students doing?

Giving directions for the game in Listening to directions given in French
French and giving examples for each Asking questions during the sample
Playing a sample round with ss to round to learn how to play the game
model how the game is played. Playing qui est-ce with their partners in
Potentially giving sample questions French, asking and answering questions
and question starters if ss have a hard about what their chosen character is
time coming up with questions to ask. wearing/what they look like.
Visiting each breakout room
individually to enforce use of the target
language, answer questions, clear up
misconceptions, and make corrections
where needed.

(Please underline CFU’s)

Mode:  Interpersonal  Interpretive  Presentational  IN TIME
THE TARGET LANGUAGE 10 min
Through:  Speaking  Listening  Reading  Writing 
IN ENGLISH

19
  When the students return from their breakout rooms, I will ask
who won the game.
 Then, I will ask them to open to a new page in their cahier and
title it “qu’est-ce que tu portes ?”
 We will watch a video from tv5monde together (qu’est-ce que tu
portes ?).
 As we watch, the ss will write down all of the French words that
they heard. This can be anything from vocabulary words to “je.”
 After the first watch, I will ask the students to share a few words
they heard. They will respond in the chat or unmute themselves
and speak – their choice. Then, I will ask them to tell me what
the main idea of the video is.
 We will watch the video a second time. This time, I will ask the
students to write down only the words that they think are
important to the main idea of the video.
 I will ask the students to share the words they wrote down for
the second watch. They can share in the chat or out loud – their
choice.
 Then, we will go back and watch specific parts of the video to
practice using context clues to determine word meaning. I’ll
rewind to the section of the video that we will watch and prompt
them with “que veut dire….?” These words are:
o Un caleçon – 0:24
o Des baskets – 0:34
o à paillettes – 1:07
o à fleures – 1:42
o des moufles – 2:13
o une combinaison de ski – 2:22

Rationale (Why are students doing this? What is the purpose? How
does it connect to the obj./EQ):
In previous lessons, I’ve noticed that my students get very worried
about and frustrated with listening activities. I realized that we’ve
never actually talked about HOW to do listening activities in French, so
want to do one all together as a class to model one strategy for listening
comprehension. The first watch is intended to help them build some

20
confidence, because they’re writing down all of the French words that
they understand, no matter how small. This step also might help some
of them to get the “gist” of the video. Some students won’t get the main
idea on the first watch, but I’ll reassure them that it’s okay – we’re going
to watch it again. In the second watch, the listen for details by
concentrating only on the words that they think are important or
relevant to the main idea. The third “all-together” watch will help the
students to determine word meaning from context by honing in on a
few key words in the video.

Transition statement (How will you smoothly connect to what’s next to

show the progression to their learning within this lesson? What will
you say/do?):
So now we’ve practiced our vocabulary, we need to put it to the test.
Pour la reste de la class aujourd’hui, vous avez une contrô le. Vous allez
interviewez un partenaire et parler de votre style.

What is the teacher doing? What are the students doing?

Explaining what to do for each watch
After the first watch – asking ss what
words they heard and asking them to
identify the main idea of the video
After the second watch – asking ss
what words they heard that related to
the main idea
Going through the video slowly and
pausing at specific points in the video
to prompt ss to guess meaning from
context
Watching the video together
Writing down French words that they
hear (1st watch)
Determining the main idea of the video
Writing down French words that they
hear that are related to the main idea
(2nd watch)
Guessing meaning from context for
specific words in the video

(Please underline CFU’s)

END TIME
Mode:  Interpersonal  Interpretive  Presentational  IN 40
THE TARGET LANGUAGE min
Through:  Speaking  Listening  Reading  Writing  IN
ENGLISH

 ss will be put into breakout rooms with a partner (someone from

their group if possible)
 With that partner, ss will conduct an informal interview answering
questions about the clothes they wear. Directions below:
o Conduct your interview (in French!) and find out the
following information:

21
  What your partner is wearing right now.
 Qu'est-ce que tu portes maintenant ?
 What your partner typically wears for Zoom class.
 Qu'est-ce que tu portes pour la classe en-ligne
?
 What your partner wears on the weekend.
 Qu'est-ce que tu portes le weekend ?
 What your partner wears for their extracurricular
activities (band, sports, etc)
 Qu'est-ce que tu portes pour les activités
extrascolaires ?
 What your partner wears for each season
 Qu'est-ce que tu portes en
été/hiver/printemps/automne ?
 As the ss conduct their interview, I will visit each breakout room to
listen, offer corrections when needed, and ensure that they stay in
the target language
 Once they’ve finished their interview, ss will return to the main
room and be put in a breakout room all alone. At this point, they
will work on a recording following the following directions:
o Record yourself giving the information below. For each
situation given, describe one full outfit (2-3 pieces of
clothing) that you would wear in that situation. (This means
that you should mention 10-15 articles of clothing in your
recording!)
 What you are wearing right now
 What you wear on the weekend
 What you wear for your extracurricular activities
 What you wear in the summer
 What you wear in the winter
 As the students are recording, I will check in with each student in
their breakout room. I will use this time to answer any questions as
well as conference with students who are behind on their work
 When they’ve finished their recording, they will come back to the
main Zoom room to check in with me. If I have their submission
(and can hear it – I’ve been having problems with audio-less
submission so I need to check), then they will answer 2 closing
questions in their attendance form:
o Was today’s class easy, doable, or challenging?
o What did you do in class today that you’re proud of?
 After answering the closing questions in their attendance form, the
ss will be reminded of the vocab quiz on Wednesday and allowed
to log out of the Zoom call.

22
Rationale (Why are students doing this? What is the purpose? How does it
connect to the obj./EQ?):
The interview will allow the kids to practice asking questions about
someone’s fashion choices using a scaffolded question bank. In addition, it
allows the students to practice describing the clothes that they wear for
different situations before they do their graded recording. The recording
gives the students practice in the presentational mode and pushes them to
fulfill that overall goal: I can describe the clothes I wear for different
situations.

Transition statement (How will you smoothly connect to what’s next to

show the progression to their learning within this lesson? What will you
say/do?):
Merci pour votre travail, au revoir et bonne journée !

What is the teacher doing? What are the students

Explaining directions for the interview part of
the assessment and directing students to the
assignment on BLEND
Visiting breakout rooms as the work to listen,
offer corrections when needed, and ensure
that they stay in the target language
Checking in with each student in their
breakout room.
Answering any questions my students might
have and conferencing with students who are
behind on their work
Making sure that their submission works
Giving students their closing questions
Reading ss closing responses
Reminding ss about their quiz on Wednesday
Saying goodbye to my ss as they log out!
doing?
With a partner - Asking and
answering questions about what
clothes they wear in different
situations
Alone – recording their response
to the presentational prompts
Responding to the closing
questions
Filling out the attendance form
Saying goodbye to me as they
log out!

(Please underline CFU’s)

23