Introduction – On Schoology you will find the French III Unit titled: “Les moments de la vie” (the moments of life). This secondary course has two sections of about 25 students in each. It is a French Honors level 3 course, heavy in new grammar concepts and verb tenses. The class meets daily (5 times per week) for 55 minutes. The course will be delivered in a blended fashion, with in class presentations as well as online delivery of material and a lot of online practice and assessments.
The physical elements of the learning environment are desks grouped by 4 which rotate every quarter, a smart board and access to a computer lab with rather outdated and slow computers. Students can also use their smart devices in class as we have internet access. The course has a digital platform called Passports and a school-wide digital platform called D2l where assignments can be shared and turned in. What you will see on Schoology will mirror what will be found on the D2l page.
By level 3 the expectations are that the students begin to communicate at the Intermediate level consistently and also communicate in the present, past and future with ease. French III will be one of the most challenging years in their French studies thus far due to the introduction of so many new grammatical concepts and new vocabulary themes. It will demand a concerted and disciplined approach on the part of the student.
In this Unit we will be reviewing the present tense verbs and talking about youth, school and the activities they enjoy; we will be reviewing the past tenses (there are two) and talking about family and the differences in cultures; we will be learning the future tense and the conditional tense and talking about marriage, weddings and future jobs.
Learning Goals – Specifically for this Unit, the learning goals are broken down into both knowledge goals and skills goals.
Students will know:
- Key terms and vocabulary related to youth, family, routines, weddings and school.
- Irregular and regular verbs in the present and past tenses.
- How to form and use the future tense
- How to form and use the conditional tense
- Key aspects of French school, family values, wedding ceremonies and youth activities
Students will be able to:
- Engage in conversation in the target language using various tenses regarding the themes of the Unit, both with a group, a partner and through digital media.
- Write, edit, rewrite and publish their opinions and research regarding the themes of the Unit.
- Listen to authentic conversations, songs and presentations in the target language and understand the meaning.
- Read authentic texts and determine what the texts say, cite examples as evidence when writing or speaking.
- Recognize and translate vocabulary related to the themes and verbs used in the 5 different tenses.
Desired Results – My overarching course goal for these students is as follows: Learners will become respectful global citizens with an enhanced and enlarged view of their world, culturally aware and knowledgeable regarding foreign countries, values, traditions and languages.
Audience – My 10th and 11th grade students live in Chester county, one of the top 25 richest counties in the US. It is more of a rural area, with many horse farms and beautiful green landscapes. While not every student comes from an intact, middle-class family, the majority do. Very few of the students have ever been to a francophone country or gone abroad. Most have a very good attitude about learning the subject and are excited to learn, however they are often very critical and negative towards their ability to speak the foreign language well, holding very high expectations for themselves. Last year 80% of this class came with learning goals for the class. 60% felt that they met those goals. The fact that this is an Honors level class means that the students are for the most part serious about their education, highly sensitive regarding their GPA, and also involved in multiple other Honors and AP level courses, thus creating a very stressful workload for them. Many are also athletes or performers in choir or band, which makes further demands on their time.
Before taking French 3 they must have passed French 2 Honors with a 78% for the year, so they have demonstrated a basic knowledge of present and past tense, and the ability to communicate about many different personal topics.
Outline – Presented below using Learning Plan from the Understanding by Design format.
|Where are your students headed? Where have they been? How will you make sure the students know where they are going?||Extensive review of the present and past tenses which they know from French II, as well as the vocabulary from French II. Students will draw on previous vocabulary knowledge for the topics as well. Syllabus will outline what they need to know by the end of the Unit as well as the outline on D2l. Weekly checklists will also provide a “roadmap” of the expectations along with due dates.|
|How will you hook students at the beginning of the unit?||Students will personalize this unit by comparing the new information to their own traditions and childhood experiences as well as their views on marriage and their experiences with school. These are always interesting topics for them to explore and communicate about so we will begin with class discussions about the biggest differences and group discussions on each topic to introduce them.|
|What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?||Introduction of the vocabulary through conversations, authentic readings and songs. Students will be introduced in class to the grammatical skills and then have access to online materials to reinforce and to practice before they produce their own work using the new tenses or structures. Students will use the new vocabulary and structures to speak about, write about and present information regarding each of the big ideas.|
|How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?||Students will receive prompt feedback for their writings, recordings and also through the use of peer-editing and group collaboration.
Rehearsing and practice will also take place through online practice games and assignments.
|How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?||Assessments (self-grading one online as well as the feedback ones from the teacher) will help students to know how they are doing. There will be 5 online grammar quizzes; 2 writings (which they can edit and rewrite); 2 recorded voice threads including listening prompts; 2 reading comprehension assessments; a group skit; a mini-presentation with their group or circle discussion; a final 5 minute conversation with a partner at the end of the unit discussing all the topics in the various tenses learned.|
|How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?||Students will receive a checklist at the beginning of each week. They work at their own pace to finish the work any time before Monday. They rate their level of engagement at the end of the week, as well as grade themselves as a leader. The teacher will meet with each student during the week to see how they are doing and to help if needed.|
|How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?||There are three themes/lessons within the Unit and we will move sequentially through them, allowing 2 weeks per lesson. Within the lessons we will move from introduction, to listening, to practice, to writing, to speaking. The first week they will practice the grammatical concepts (individually and in class) and produce their rough draft writing. The second week they will continue with the grammatical practice but take the feedback from week 1 and produce a final writing piece on their blog page. They will also perform their speaking task the second week of each lesson, with the final task being the 5 minute conversation. Creating with the target language and speaking comes last with each theme since it is the most challenging.|
Materials to be entered into LMS – Unit 1 “Les moments de la vie” on Schoology will be broken down into three sub-modules, since there are three lessons within this Unit.
Each Lesson (sub-module) will be broken down into the following 4 sections:
- Need to know (Introduction)- This is where they have access to the new vocabulary word doc, the verb sheets and any other introductory videos, tutorials or material relevant and necessary for success in that lesson.
- Grow my skill (Practice)– This will house the links to the practice activities which they will be assigned in their weekly checklists. Most of the assignments will be found on the Passports page but occasionally there will be other assignments and activities to do in class (like a Youtube video to watch), and the links will always be found here. “Grow my skill” will also have a Quizlet embedded with the flashcards for them to practice.
- Let’s talk (Discussion)– Here they will find the link to the Flipgrid discussion for that lesson, as well as the writing prompt for their journal and finally a mini-discussion question to invite written interaction. They will receive feedback and a grade for all three.
- What I can do (Assessment)– This is where their multiple choice online quiz will be found (they take it on their own time and have three chances to do their best) as well as the main assignment for the Unit: a Google Doc explaining the assignment and the rubric, as well as the link to create / submit it, and the due date of course. Any ancillaries needed to help them be successful will be found here (linked…probably from “Need to know”) as well.