Students will know the vocabulary of fruits, vegatables, and meat.
Students will know the following expressions:
Qu'est-ce qu'il te faut?
Il me faut...
De quoi est-ce que tu as besoin?
J'ai besoin de...
Qu'est-ce que c'est?
C'est ...
Students will understand the relationship of singular and plural articles as well as feminine and masculine articles with regards to vocabulary. Students will be able to correctly identify an item from the market that the teacher or another student has selected through interrogation methods. Students will be able to create a short story that uses their newly acquired vocabulary.
Student will be able to use technology to create this short story.
ASSESSMENT:
Students will turn in a short story about a fruit or vegetable in French.
PROCEDURES:
TPR Fruits, Vegetables and Meat through props and visuals.
Check for comprehension.
Play 20 questions with the students and have them use the new vocabulary in order to guess what item you have chosen as an assessment.
Now tell the students that they must write a story about a fruit or vegetable.
Model the story writing process with a short story you have written yourself. This story includes the target expressions posted in the objectives.
Explain how to they are going to illustrate their story using technology. Walk through how to set up a flickr site/power point presentation.
Give students time to collect and create pictures to illustrate their stories.
Have them add text to their pictures.
If there is time, have them present their stories.
MATERIALS: Props and visuals for TPR. Computer and story technology model. Pen and paper.
RATIONALES: SOL F1 : oral and written communication standard
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1 comment:
1. Backwards design
2. One SOL is cited. The SOL is extremely vague, but that usually happens with foreign language SOLs. The KUDs are great though. When students exit the lesson, students should have created a short story with fruits and vegetables.
3. Assessments are summative and formative. However, only the summative part- the short story that will be turned in is mentioned. I would suggest writing in your "assessment section" about how you will assess students using TPR. For instance, how you will be watching students when showing visuals and how you will incorporate more practice on what students seem to have difficulty with.
4. Technology used:
computer and story technology material
Yes, the technology supports the targeted objectives. Students write a story using technology. But I didn't really understand where students would get the pictures to put in their stories. That could me made more clear. As a suggestion, I think a podcast or video would work just as well.
5. For another suggestion, I would provide more instruction on what you are looking for in their story. Just writing a story about a fruit or vegetable seems very vague. I think students do better when you give them specific directions like telling them how long you want the story to be.
Great job!! Very creative Sarah :)
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