CAH @ Spearfish: November 2012

French 2: Friday November 30 2012 Lesson Plan

CAH gone! Show sub some love!

DUE: Les devoirs!

Write Vocab List 4.2, including Exprimons-nous, pp. 130–133, three times!
Make a screen shot of a browser window and label as many of the buttons as you can in French! Label at least 12 items!

[5 minutes] Vocab Practice in pairs!

Students pair up, show each other their screen shots. Students should read each other the computer terms they've labeled, check each other's work.
Sub checks homework during this time.

[10 minutes] Vocabulary Practice: pronunciation!

Students log in to my.hrw.com. (Students' usernames and passwords should be the same as their login info for the school network.)
Maroon 1: have T.A. Sarver lead students in pronunciation practice.
Maroon 3: have students listen to and repeat pronunications from audio links in online my.hrw.com book.

[25 minutes] Vocabulary Practice

Around the room: with each student online with computer open to a browser window, ask each student "Cliquez sur..." ("Click on...") + one of the computer vocab words listed on page 130.
Include "Ouvrez un nouvel onglet"; "Fermez l'onglet." (Open a new tab; close the tab!)
Include "Défilez vers le haut" and "Défilez vers le bas." ("Scroll up!" and "Scroll down!")
Remember, we can enter any of these phrases into Google Translate to check pronunciation! Fire up the SmartBoard and put the audio on speaker!
Then expand: put a browser window up on the board. Have student from one side of the room pick a student from the other side of the room to go to the board and do one of the computer commands we've just practiced. Students give the commands en français! Do this until each student has had a chance to pick another student and give a command.

[20 minutes] Vocabulary Usage: Do p. 132, Exercises 21-22 in class!

Students get time to work on each in pairs, then we go through answers in large group.
Every student must write down each exercise. In Ex. 21, they should write down all three terms, then circle the term that doesn't belong. In Ex. 22, they should write the full question and the logical answer.
Students have 15 minutes to complete this activity; check off each student as they finish.
Go over answers after 15 minutes.

Les Devoirs: Write a short "how-to" en français on how to use a laptop computer to research and write a paper. Phrases to include:

Start up the computer and the software.
Start up the browser.
Search for information, click on links, maybe download some files....
Open your word processor.
Write, write, write,...
Save, shut it down (éteindre), take a break...
Reopen, correct, print (or just e-mail!)...
Give the paper to the teacher.

Each student will present his/her how-to next time in class!

French 1: Fri/Mon November 30/December 3 2012 Lesson Plan

CAH gone on Friday for Maroon 2: Show sub some love!

DUE: Les Devoirs! Write Vocab List 4.2 (pp. 124–126).

[25 minutes] De quelle couleur... tout l'arc-en-ciel!—"What color..." the whole rainbow!

Drill color vocab p. 125 (Friday sub: ask for volunteers to give pronunciation, check with my.hrw.com or Google Translate!).
"Levez-vous! Touchez les couleurs autour de la salle!" "Get up! Touch the colors around the room!" Give each student a chance to say a color out loud, to which other students must respond by touching something in the room of that color (students may not remain seated!).

[30 minutes] Show and tell Vocab practice!

(During this time, sub goes around to check homework for completion! Students should have about 60 vocab words and phrases, each written four times!)
Individual Practice: Students should log in to their "my.hrw.com" online textbooks. (Login should be the same as their school network accounts.) Students go to Chapter 4 vocab so they can listen to and practice repeating the vocab words which we started practicing last time and which they wrote for their homework for today.
Students should click on the words on the vocab list (either pp. 124-125 or p. 141), listen to the audio, and repeat the words out loud (no whispering! no mouthing the words silently! Everyone should be emitting sound!
After ten minutes, every student should pick three items in his/her bag/pockets/etc. to describe by color.
Students pair up! One student says, "Qu'est-ce que tu as dans ton sac à dos?" (What do you have in your backpack?) Other student responds (for example), "J'ai un crayon jaune, un classeur rouge, et une feuille de papier blanche."
Notice that when we describe things by color in French, the adjective goes after the noun! (Example: Le Moulin Rouge = The Red Mill!)
After five minutes practicing one-on-one out loud, each pair gets to stand up and present their very brief dialogue. Each student gets to ask; each student gets to answer and show three colorful things.

[20 minutes] More Vocab Practice: Need and numbers!

Students work at desks on pp. 126–127, Exercises 22 and 23.
Note that on Exercise 22, students must write out the numbers as words!
Go over answers together! (Friday sub: answers are in teacher's edition; perhaps invite a couple of student volunteers to write out those answers on the board.

Les Devoirs: Write 10 original sentences expressing need for something. 5 sentences should use the besoin de construction; 5 should use the il me faut construction. At least six of the sentences should use school supply vocab words from list 4.2. Examples (students may not use these sentences for their homework!):

J'ai besoin de mon crayon bleu ("I need my blue pencil.")
Tu as besoin d'un parapluie? ("Do you need an umbrella?")
Ils ont besoin des pantalons verts! ("They need some green pants!")
Il me faut un grand sac à dos. ("I need a big backpack.")
Il me faut manger. ("I need to eat.")

French 3: Thursday November 29 2012 Lesson Plan

DUE: rien! Mais nous présentons les récits aux petits élèves une semaine après demain!

[30 minutes] First run-throughs!

First Group A, then Group B presents scripts, such as they may be.
CAH critiques, offers suggestions for performance, text, blocking, etc.

[30 minutes] Work time: students work on memorizing lines and actions, incorporating CAH's suggestions.

[30 minutes] Second run-throughs!

Both groups present again, CAH critiques again!

Les Devoirs: nothing to hand in, but be in communication with each other, look for a time to work on the script Friday (like Spartan Time?!?!), and gather all the props/costumes/etc. you plan to use.

And don't forget to bring me your driving permission form, signed by your parents, by Monday!

French 1: Wed/Thu November 28/29 2012 Lesson Plan

DUE: rien! mais mes amis, j'éspère que vous avez étudiez bien pour...

[30 minutes] Vocab Quiz 4.1!

[45 minutes] New Vocabulary!

Lisez et répétez!
Montre les exemples!
Montre les couleurs sur les vêtements!
Rappelez les numéros!

Les Devoirs: Write Vocab List 4.2 (pp. 124–126).

French 2: Wednesday November 28 2012 Lesson Plan

DUE: Les Devoirs!

Write ten original sentences, two for each of the phrases on p. 124!
Study for Vocab Quiz 4.1!

[30 minutes] Vocab Quiz 4.1!

[5 minutes] take scores on quiz and homework!

[10 minutes] New Vocab! Read and repeat Vocab List 4.2 pp. 130–133

[45 minutes] Finish Oral Quizzes!

Les Devoirs: Computer Terminology!

Write Vocab List 4.2, including Exprimons-nous, pp. 130–133, three times!
Make a screen shot of a browser window and label as many of the buttons as you can in French! Label at least 12 items!

French 3: Tuesday November 27 2012 Lesson Plan

Les Devoirs: Make a complete list of all the stuff you'll need (props, costumes, signs, markers, etc.) for your show.

[20 minutes] Conversation! Students tell how they spent the holiday weekend.

[5 minutes] Administrivia!

CAH assigns students to Group A and Group B (better names are welcome!).
CAH hands out driving permission forms. Students, get parent signatures and return forms to me by next week Monday!

[30 minutes] Hear stories and pitches!

Each student gets three minutes to read his/her story to his/her group, tell what props/costumes would be involved, and explain why his/her story would be a good one for our West Elementary storytelling performances.
Group A and Group B choose their programs.

[35 minutes] Start practicing! Students rehearse stories with each other!

Les Devoirs: rien! But be gathering the gear you need for practice and performance!

French 1: Mon/Tue November 26/27 2012 Lesson Plan

DUE: Chapter 3 Grammar Review: 16 sentences!

[5 minutes] Administrivia: lay out general December schedule:

Vocab Quiz 4.1 next time (Wed/Thu!)
Vocab Quiz 4.2 probably week of Dec. 10
Chapter 4 Grammar Quiz probably week of Dec. 17
After Christmas break: four fun-filled days of review for Semester Final!

[25 minutes] Chapter 3 Grammar Review: put homework sentences on board!

[25 minutes] New Grammar: -ger/cer verbs! p.118

This isn't that complicated!
In the nous forms of these -er verbs, the -ons ending would make the -g- and -c- hard: nous mangons*, nous commencons*. Bad, bad bad!
The French want the verb root in all six forms to sound the same.
To preserve the soft -g- sound, they add an -e-: nous mangeons.
To preserve the soft -c- sound, they add a cedilla: nous commençons.
Practice with p. 118 Exs. 12 & 13.

[25 minutes] Vocabulary 4.1 Review

Drill times: CAH reads in French, students write down times in numerals.
Drill days: every student recites!
Drill other vocab: face to face!

Les Devoirs: rien, mais étudiez fort pour l'examen de vocabulaire 4.1!

French 2: Monday, November 26 Lesson Plan

DUE: rien! But surely you have studied for the oral exam, which we will do at the end of the period!

[20 minutes] Grammar Review! Object Pronouns in past tense!

Review sentences from last time's in-class grammar exercises.

[25 minutes] New Grammar: someone, something, no one, nothing, only—quelqu'un, quelque chose, ne... personne, ne... rien, ne... que—p. 124

Practice with p. 124 Exs. 11 & 12.

[15 minutes] Vocab 4.1 Review! Face-to-face drill for quiz next time! Don't forget the Exprimons-nous and Entre Copains!

[30 minutes] Oral Exam!

Eight questions total!
CAH will ask you five questions about where one can buy certain groceries (Où est-ce qu'on peut acheter...?).
To get full credit, you need to respond in a complete sentence saying where one can buy such things (On peut acheter... à ...).
You can use le supermarché in no more than one response. The rest of your responses must use terms for specific shops.
CAH will ask you two questions about whether you like shopping, who in your family does the shopping, and/or what items you enjoy shopping for.
You must then ask CAH one grocery-related question. CAH will respond in second-year French. You will translate his response into English.

Les Devoirs:

Write ten original sentences, two for each of the phrases on p. 124!
Study for Vocab Quiz 4.1!

French 3: Wednesday November 21 2012 Lesson Plan

DUE: First draft of story for first-graders!

[60 minutes] Full class period (shortened for le jour du dindon) for story review!

Everyone shares stories with two other students for reading and feedback. Basically, can other students understand your story? If they can't understand it, first-graders will struggle! (We recognize, of course, that your story will have actions to help!)
Pick your helpers: we need to be able to divide up into two companies in two separate rooms!

Les Devoirs: Make a complete list of all the stuff you'll need (props, costumes, signs, markers, etc.) for your show.

start bringing that stuff for in-class practice on Tuesday, Nov. 27! We perform December 7... that's only five class periods away!

French 1: Tue/Wed November 20/21 2012 Lesson Plan

DUE: Les Devoirs: Students write two original sentences for each of the seven -re verbs/phrases listed on p. 116.

[20 minutes] Grammar Review: -re verbs! (p. 116)

Students trio up: first student reads one sentence from 14 original written for homework, second student translates into English, third checks conjugation to see if verb has right ending! Rotate so everyone does this with every sentence on his/her homework!
Teacher checks homework for completeness (14 sentences!) at this time.
Have six students at a time put sentences on board; students read each sentence aloud; check for correct verb ending (see p. 116 and green chart to left of Smart Board).

[20 minutes] Time Practice (p. 113)

Look at this online clock! Move the hands, and it tells you the time in French!
Each student should take out a sheet of paper and cut it into three strips.
In the first strip, write five times in numerals/clock faces (make clear whether it's a.m. or p.m., or write in military time).
In the second strip, write those same five times in French words. Again, make clear a.m. or p.m., or use military time.
Hand the second and third strip to the student before you in alphabetical order (with Alvin Aababakar handing his strips to Zinnia Zzveltana).
In the third strip you receive, write the five times in numerals/clock faces, with a.m./p.m./military time, that represent the times written on the second strips.
Compare the third strip in your hand to the first strip in the hand of the person who gave you that third strip (this is all perfectly clear, right? :-) ) If times match, hyper-super-cool! If they don't match, figure out what got lost in translation. Use that online clock to check your work!

[10 minutes] Chapter 3 Grammar Quiz review!

Students get quizzes back from last week.
Review correct answers (teacher has key).

Les Devoirs: More Grammar Practice! Translate the following sentences into French, using Chapter 3 grammar points.

She is strong.
You are sad?
My sister is pretty.
Your girl-cousin is smart.
Our aunts are tall.
Jim Bob's grandpa always waits for his grandma.
The girl’s dogs always hear the car.
The boy's father loses his books.
They (f.) are nice.
Is she smart?
Your niece is short.
My boy-cousin is athletic.
Their children are serious.
Rufus’s brother sells sandwiches.
The student's friends often wait for the teacher.
Her guy-friend’s son often answers questions in French class.

French 3: Monday November 19 2012 Lesson Plan

DUE: Les Devoirs! Think of and write down five ways that you could involve the first-graders in the stories you present to them in December! For instance, maybe when the kids hear certain words, they can make sounds to represent them, or maybe they could say a couple words as a magic spell at a key point in the story. (I know, you haven't written your stories yet, but let these ideas guide what you write.)

[30 minutes] Vocab Quiz 3.1!

[60 minutes] Story Brainstorming and Writing Time! CAH will look over today's homework, the five kid-involvement ideas you have for your stories.

Les Devoirs: For Wednesday, every student should write a brief fairy tale/fable/legend en français suitable for presentation to first-graders. No time limit; if we have a lot of one-minute stories, we can combine them into a series for the young'uns.

French 2: Tuesday November 20 2012 Lesson Plan

Attention: substitut chez nous!

DUE: Les Devoirs: Écrivez les mots et les expression du Vocab 4.1 quatre fois, incluyant "Exprimons-nous" et "Entre Copains"! There should be at least 49 items written four times on your homework. Allez!

Substitute will check homework for completeness at beginning of class!

[20 minutes] Drill oral quiz questions!

Maroon 1: Teacher's Assistant Weston leads a round of questions, two per student; then students go face to face.
Maroon 3: Michael, Adrianna, Katelyn, Jordon, Brandee and Megan each lead a group (see columns in chart below). Group leaders ask each person in group three questions; then students ask each other questions in order in group, suggest corrections in word choice, grammar, and pronunciation as necessary.

Michael	Adrianna	Katelyn	Jordon	Brandee	Megan
Bryce	Trey	Noah	Audrey	Alec	Tyler
Shea	Karson	Alexandria	Tyrell	Alexandra	Rance
Parker	Bree	Evan	Victoria	Kyra

Again, details on oral quiz:

Two meetings from now (Nov. 26), we will do another one-on-one oral interview in the hall.
Eight questions total!
CAH will ask you five questions about where one can buy certain groceries (Où est-ce qu'on peut acheter...?).
To get full credit, you need to respond in a complete sentence saying where one can buy such things (On peut acheter... à ...).
You can use le supermarché in no more than one response. The rest of your responses must use terms for specific shops.
CAH will ask you two questions about whether you like shopping, who in your family does the shopping, and/or what items you enjoy shopping for.
You must then ask CAH one grocery-related question. CAH will respond in second-year French. You will translate his response into English.

[30 minutes] Object Pronoun Placement in Past Tense (p. 122)

We have studied direct object and indirect object pronouns (pp. 46 & 48):
1. I love you. = Je t'aime.
2. Do you love me? = Tu m'aimes?
3. Bob is watching her. = Bob la regarde.
4. She is reading them (the books). = Elle les lit.
5. Our parents are giving a car to us. = Nos parents nous donne une voiture.
6. I'm baking her a cake. = Je lui fais cuire un gâteau.
7. She is showing him her homework. = Elle lui montre ses devoirs.
8. We are going to speak to them. = Nous allons leur parler.
The new trick here: using those direct object and indirect object pronouns in the past tense!
Remember, past tense (passé composé) is a compound verb form, with a helping verb (usually avoir conjugated) and a past participle:

I loved = J'ai aimé.
She read = Elle a lu.
We spoke = Nous avons parlé.

Object pronouns go before the helping verb!):

I loved you. = Je t'ai aimée.
Did you love me? = Tu m'as aimé?
Bob watched her. = Bob l'a regardée.
She read them (the books). = Elle les a lus.
Our parents gave a car to us. = Nos parents nous ont donné une voiture.
I baked her a cake. = Je lui ai fait cuire un gâteau.
She showed him her homework. = Elle lui a montré ses devoirs.
We spoke to them. = Nous leur avons parlé.

Notice: when you place a direct object pronoun before a past tense verb, you have to make the participle agree in gender and number with that pronoun!

She loved him. = Elle l'a aimé.
He loved her. = Il l'a aimée.
Papa saw them (his sons). = Papa les a vus.
Papa saw them (his daughters). = Papa les a vues.

You don't have to make participles agree with indirect object pronouns:

Mom read a story to him. = Elle lui a lu une histoire.
Mom read a story to her. = Elle lui a lu une histoire.
Mom read a story to them (the boys). = Elle leur a lu une histoire.
Mom read a story to them (the girls). = Elle leur a lu une histoire.

In-Class Assignment: Complete the following tasks and show them to the substitute by the end of class!

A. Translate the following sentences from French to English:

Je lui ai acheté un cadeau.
Je l'ai acheté au centre commercial.
Voilà mes lunettes de protection! Je les ai voulues hier.
J'ai étudié le français. Je l'ai aimé.
Nous n'avons pas le livre. Nous l'avons rendu au CDI.
Jean a passé un examen d'histoire. Il l'a raté.

B. Rewrite the following sentences in French, converting the bold words to indirect object pronouns:

J'ai donné des bonbons au conseiller d'education.
Nous avons donné nos devoirs à Mme Reede.
Vous avez donné les livres à vos amis?
Louis a donné les fleurs aux belles filles.

C. Rewrite the following sentences in French, converting the bold words to direct object pronouns. When necessary (i.e., when the direct object is feminine or plural), remember to change the past participle to agree in gender and number!

Vous avez lu le roman?
Vous avez vu la fille dangereuse?
Vous avez vu les gâteaux énormes?
Vous avez vu les voitures vites?
J'ai mangé le steak.
J'ai mangé la tarte aux pommes.
Les enfants ont mangé les champignons.
Les enfants ont mangé les framboises.

Les Devoirs: Rien, but n'oubliez pas étudier pour l'examen oral, qui se passe lundi, le 26 novembre! Pratiquez beaucoup pendant le Thanksgiving!

French 1: Fri/Mon November 16/19 2012 Lesson Plan

DUE: Les Devoirs: Vocab 4.1 pp. 112–114: Écrivez les mots et expressions quatre fois!

[30 minutes] Vocabulary Practice!

Practice pronunciation out loud as group.
Practice pronunication in pairs.
Do Exs. 1, 2, and 4 together

[20 minutes] Time Practice!

CAH gives time; students write time on board/in notebooks.
Students pair up, do same practice

[30 minutes] -re verbs! p. 116

Singular forms look different; plural forms look familiar!
Practice saying and writing conjugations!
Do Ex. 8 in class!

Les Devoirs: Students write two original sentences for each of the seven -re verbs/phrases listed on p. 116.

French 2: Friday November 16 2012 Lesson Plan

DUE: Les Devoirs: Write eight possible questions and answers that you might hear in the oral interview quiz! Write them down, be prepared to practice them out loud next time.

Again, details on oral quiz:

Two meetings from now (Nov. 26), we will do another one-on-one oral interview in the hall.
Eight questions total!
CAH will ask you five questions about where one can buy certain groceries (Où est-ce qu'on peut acheter...?).
To get full credit, you need to respond in a complete sentence saying where one can buy such things (On peut acheter... à ...).
You can use le supermarché in no more than one response. The rest of your responses must use terms for specific shops.
CAH will ask you two questions about whether you like shopping, who in your family does the shopping, and/or what items you enjoy shopping for.
You must then ask CAH one grocery-related question. CAH will respond in second-year French. You will translate his response into English.

[30 minutes] Practice Oral Quiz!

Students pair up, ask each other questions from their list.
CAH checks and helps refine questions at this time.
Then in large group, students ask each other questions.

[40 minutes] New Vocabulary! Chapter 4.1!

pp. 118–121: Écoutez et répétez!
N'oubliez pas Exprimons-nous et Entre Copains!
CAH pose des questions élémentaire du vocabulaire.

Les Devoirs: Écrivez les mots et les expression du Vocab 4.1 quatre fois, incluyant "Exprimons-nous" et "Entre Copains"! There should be at least 49 items written four times on your homework. Allez!

French 3: Thursday November 15 2012 Lesson Plan

Shifting Adjectives

ancien: former/ancient
certain: some/sure
cher: dear/expensive
dernier: last/previous
grand: great/tall
pauvre: unfortunate/unwealthy
propre: own/clean
sale: nasty-smutty/dirty
seul: only/lonely
vrai: real/true

DUE: Les Devoirs: Write 20 sentences using these shifting adjectives (p.104)!

Use each of the shifting adjectives twice, once before a noun, once after a noun!
Use at least one different vocab word in each sentence!

[15 minutes] Grammar Practice: Shifting Adjectives!

Practice with p. 105 Ex. 18.
Read homework sentences out loud in pairs, check meaning.
Share sentence pairs in large group.

[30 minutes] Vocabulary Practice: Les contes en rond!

Randomly divide students into three groups of five.
First student in each groups makes up an opening line to a story using vocab from List 3.1 (pp. 96–99).
Each student in turn adds a sentence to the story.
Don't forget those Exprimons-nous phrases that you can use for transitions in the story!
Fifteen sentences total: each student does three!
Each student should write down and number his/her sentences.
When finished, each group reads story to class!

Les Devoirs:

Study for Vocab 3.1 Quiz on Monday!
Think of and write down five ways that you could involve the first-graders in the stories you present to them in December! For instance, maybe when the kids hear certain words, they can make sounds to represent them, or maybe they could say a couple words as a magic spell at a key point in the story. (I know, you haven't written your stories yet, but let these ideas guide what you write.)
For Wednesday, every student should write a brief fairy tale/fable/legend suitable for presentation to first-graders. No time limit; if we have a lot of one-minute stories, we can combine them into a series for the young'uns.

French 1: Wed/Thu November 14/15 2012 Lesson Plan

DUE: rien! Mais certainement, vous avez etudié fort pour...

[30 minutes] L'examen de grammaire, chapitre 3!

conjugation of être (p. 82)
adjective agreement (p. 84, 86)
possessive adjectives (p. 94)
possession and contractions with de (p. 96)

[50 minutes] New Vocab: Oral Practice!

Practice pronunciation of all vocab pp. 112–114, including Entre copains.
Do simple Q&A with names of courses.
Do simple clock time recognition; have students draw times!
Drill and practice days of the week!

Les Devoirs: Vocab 4.1 pp. 112–114: Écrivez les mots et expressions quatre fois!

French 2: Wednesday November 14 2012 Lesson Plan

DUE: Les Devoirs!

Complete p. 108 Exercise B & C (yes, write the entire sentences with your answers, not just the letters or completions of the responses).
Write an accurate translation of the expression "C’était gagné" (p. 108, line 3). There is a 95% probability that Google Translate will translate this sentence in this context incorrectly. Think about what's being said, search for other uses of this phrase online, and explain what it means in the context of the action at the end of this story.

[5 minutes] Administrivia:

French Club Friday, Nov. 16, 14:10!
French student host program!
French stylo pals?

[40 minutes] Read and translate "Le Petit Nicolas"

Pick up where we left off last time.
Review answers to Exs. B & C.

[45 minutes] Prep for Oral Quiz #2!

Three meetings from now (Nov. 26), we will do another one-on-one oral interview in the hall.
Eight questions total!
CAH will ask you five questions about where one can buy certain groceries (Où est-ce qu'on peut acheter...?).
To get full credit, you need to respond in a complete sentence saying where one can buy such things (On peut acheter... à ...).
You can use le supermarché in no more than one response. The rest of your responses must use terms for specific shops.
CAH will ask you two questions about whether you like shopping, who in your family does the shopping, and/or what items you enjoy shopping for.
You must then ask CAH one grocery-related question. CAH will respond in second-year French. You will translate his response into English.

Les Devoirs: Write eight possible questions and answers that you might hear in this oral interview! Write them down, be prepared to practice them out loud next time.

French 3: Tuesday November 13 2012 Lesson Plan

DUE: Les Devoirs: Write all vocab words and phrases, pp. 96–99 four times!

[45 minutes] Vocabulary Practice

Drill pronunciation with CAH!
Drill pronunciation and meanings face à face!
Do pp. 98–99 Exs. 1, 3, and 4 together out loud.
p. 98 Ex. 2: each student picks one picture, thinks up at least three sentences to describe what is happening in each.

[25 minutes] New Grammar: Adjective placement affecting meaning! p. 104

Some French adjectives have different meanings depending on whether they come before the noun they describe or after!
ancien: former/ancient
certain: some/sure
cher: dear/expensive
dernier: last/previous
grand: great/tall
pauvre: unfortunate/unwealthy
propre: own/clean
sale: nasty-smutty/dirty
seul: only/lonely
vrai: real/true

Practice with p. 105 Ex. 18

Les Devoirs: Write 20 sentences using these shifting adjectives!

Use each of the shifting adjectives twice, once before a noun, once after a noun!
Use at least one different vocab word in each sentence!

French 1: Fri/Tue November 9/12 2012 Lesson Plan

DUE: rien! Mais vous avez etudié pour...

[30 minutes] Vocab Quiz 3.2!

[10 minutes] Listening Practice!

p. 105 Ex. 6: CAH reads script aloud twice. Students listen, take notes, then try to answer questions

[45 minutes] Grammar Quiz Review!

Do pp. 104–105 Exs. 1 & 4 together.
Then practice the following sentences in class:

I am happy.
Are you sad?
She is generous.
We are athletic.
Are you at the library?
They (masc.) are smart.
My mom is tall.
Your friend (m) is creative.
Her teacher is funny.
Our daughters are blonde.
Your dogs are mean.
Their children are shy.
Jean's brother is strong
The boy's uncle is serious.
The girl's cat is black.
My aunt's husband plays soccer.
My son's wife likes to swim.
Your friends' dogs are very nice.

Les Devoirs: rien! But be ready for the Chapter 3 Grammar Quiz next time!

French 2: Friday November 9 2012 Lesson Plan

DUE: highlighting of unfamiliar words in "Le Petit Nicolas" (see Wednesday lesson plan for printable, markable transcript)

Mais d'abord...

[30 minutes] L'examen de vocabulaire 3.2!

[45 minutes] Reading, Listening, and Speaking Practice: Le Petit Nicolas

Read and repeat together as a group.
Students in pairs/trios read to each other, CAH circulates and listens
As time permits, work on translation.

Les Devoirs:

Complete p. 108 Exercise B & C (yes, write the entire sentences with your answers, not just the letters or completions of the responses).
Write an accurate translation of the expression "C’était gagné" (p. 108, line 3). There is a 95% probability that Google Translate will translate this sentence in this context incorrectly. Think about what's being said, search for other uses of this phrase online, and explain what it means in the context of the action at the end of this story.

Les cartes alternatives!

Aujourdui dans Français 1, nous avons parlé des cartes alternatives. Voilà des exemples:

Gail-Peters Projection

Gail-Peters upside-down

Guelke projection

Goode's Homosoline

Buckminster Fuller Dymaxion

Van Sant's population-based map

Dessinez votre propre carte, avec votre maison au centre!

French 3: Thursday November 8 2012 Lesson Plan

DUE: Les Devoirs! Répondez aux questions de l'article "Le système scolaire français":

À quelles âges est l'école obligatoire?
Nous avons deux ou trois ans de "middle school/junior high" et quatre ans de "high school." Et en France...?
Comment on appelle les quatre ans du collège?
Comment on appelle les trois ans du lycée?
Quelles notes françaises sont les équivalents de notre "A", "B", et "C"?
Le bac: qu'est-ce que c'est?
Qu'est-ce qu'on fait, si on rate le bac?
Quelles options ont les élèves qui ont leur bac?
L'université, combien ça coûte?

[40 minutes] Finissons "Le système scolaire français" (pp. 82–83)

Students pair up, ask and answer the homework questions.
CAH checks homework during this time
Review correct answers in large group, discuss Après la lecture en français!

[20 minutes] le passé simple! p. 100

For passive recognition only, not active production!
check out endings on p. 100
skim stories on p. 100 and 101 to find passé simple forms!

[20 minutes] New Vocabulary: List 3.1 pp. 96–97

Écoutez et répétez!

Les Devoirs: Write all vocab words and phrases, pp. 96–99 four times!

French 1: Wed/Thu November 7/8 2012 Lesson Plan

DUE: Les Devoirs: Translate the following phrases into French! (pronouns in parenthesis indicate whether you are talking to tu or vous, singular/familiar or plural/formal.)

1. her half-sister	21. your (tu) aunts
2. your (vous) grandson	22. my wife
3. Claude's grandson	23. your (vous) nieces
4. my grandpa	24. his children
5. the boy's grandpa	25. their brother
6. his grandparents	26. the student's brother
7. her cousin (f)	27. your (tu) grandma
8. their husband	28. your (vous) grandchildren
9. our cat	29. his dogs
10. the girls' cat	30. the girl's dogs
11. your (vous) stepmother	31. her sisters
12. her uncle	32. the boy's sisters
13. Marie's uncle	33. their parents
14. our daughters	34. my father
15. my son	35. the girl's father
16. the teacher's son	36. our stepfather
17. your (tu) cousins (m)	37. our nephew
18. their granddaughter	38. your (tu) family
19. his mother	39. the boys' family
20. the child's mother	40. the girls' family

[40 minutes] Practice Possessives! Write answers to homework on the board, practice alternatives.

[30 minutes] Vocabulary Practice! Study for Friday Vocab Quiz 3.2!

Les Devoirs: rien! Mais préparez pour l'examen de vocabulaire la prochaine fois!

French 2: Wednesday November 7 2012 Lesson Plan

DUE: Les sketchs d'aventure épicerienne! Grocery Adventure Skits!

Shortened Periods!

First block: 08:15–09:30
Third block: 11:30–12:45

[10 minutes] Le temps d'histoire—Story Time! Read and listen to "Le petit Nicolas", short story, pp. 106-108

[30 minutes] Practice time for grocery sketches

[30 minutes] Present Grocery Sketches!

In trios, write original conversations relating to a shopping trip.
First, two people at home decide they need some groceries. Tell us why, and tell us what!
Minimum five items! That allows the shopkeepers (see below) to give four different directions, then to say "We're out!" of a fifth item.
Head out to at least two different shops!
Each shopper meets a shopkeeper; they greet each other.
Shopper must say, "I need X amount of grocery Y. Where is/are Y?"
Shopkeeper must give different directions (see direction words, p. 97) for four of the groceries.
Shopkeeper must say that he/she doesn't have any or is out of one of the items (use the partitive! "Nous n'avons pas de..." or "Il n'y a pas de..."). And be sure to express regret!
Shoppers come home, say what they got!
Vocabulary should focus on terms from Chap. 3 and previous!
If you rely heavily on terms not learned so far, please provide a glossary of key terms on the board (maximum five!)

[10 minutes] Vocabulary 3.2 Review!

Les Devoirs: Study for Vocab Quiz 3.2, which happens next time! Also:

Copy the following story text into a Word, Journal, or OneNote Document:

Jean-Jacques Sempé (1932–) est un des dessinateurs français les plus connus. Il commence à publier des dessins humoristiques vers l’âge de 19 ans. À partir de 1960, Le Petit Nicolas prend la forme de romans écrits par René Goscinny (1926–1977) et illustrés par Sempé. Goscinny est aussi le scénariste¹ de la bande dessinée Astérix.
Le Petit Nicolas

On a fait le marché avec papa
[…]
— Bien, a dit Papa, nous allons prouver à ta mère que c’est facile comme tout de faire le marché, et nous allons lui apprendre à faire des économies². Pas vrai, bonhomme³?
Et puis, Papa s’est approché d’une marchande⁴ qui vendait des tas⁵ de légumes, il a regardé et il a dit que les tomates, ce n’était pas cher.
— Donnez-moi un kilo de tomates, il a demandé, Papa.
La marchande a mis cinq tomates dans le filet à provisions⁶ et elle a dit :
— Et avec ça. Qu’est-ce que je vous mets ? Papa a regardé dans le filet, et puis il a dit:
— Comment ? II n’y a que cinq tomates dans un kilo ?
— Et qu’est-ce que vous croyez, a demandé la dame, que pour le prix vous aurez une plantation ? Les maris, quand ça vient faire le marché, c’est tous du pareil au même⁷.
— Les maris, on se laisse moins rouler⁸ que nos femmes, voilà tout ! a dit Papa.
— Répétez-ça un peu, si vous êtes un homme ? a demandé la marchande, qui ressemblait à M. Pancrace, le charcutier de notre quartier.
Papa a dit : « Bon, ça va, ça va » ; il m’a laissé porter le filet et nous sommes partis, pendant que la marchande parlait de Papa à d’autres marchandes.
Et puis, j’ai vu un marchand avec plein de poissons sur sa table et des grosses langoustes¹ :
— Regarde, papa ! Des langoustes ! j’ai crié.
— Parfait, a dit Papa, allons voir ça.
Papa, il s’est approché du marchand, et il a demandé si les langoustes étaient fraîches. Le marchand lui a expliqué qu’elles étaient spéciales. Quant à être fraîches, il pensait que oui, puisqu’elles étaient vivantes², et il a rigolé.
— Oui, bon, a dit Papa, à combien la grosse, là, qui remue³ les pattes ?
Le marchand lui a dit le prix et Papa a ouvert des yeux gros comme tout.
— Et l’autre, là, la plus petite ? a demandé Papa. Le marchand lui a dit le prix de nouveau et Papa a dit que c’était incroyable et que c’était une honte⁴.
— Dites, a demandé le marchand, c’est des langoustes ou des crevettes que vous voulez acheter. Parce que ce n’est pas du tout le même prix. Votre femme aurait dû vous prévenir.
— Viens, Nicolas, a dit Papa, nous allons chercher autre chose.
Mais moi, j’ai dit à Papa que ce n’était pas la peine d’aller ailleurs⁵, que ces langoustes me paraissaient terribles, avec leurs pattes qui remuaient, et que la langouste c’est drôlement bon.
— Ne discute pas et viens, Nicolas, m’a dit Papa. Nous n’achèterons pas de langouste, voilà tout.
— Mais, Papa, j’ai dit, Maman fait chauffer⁶ de l’eau pour les langoustes, il faut en acheter.
— Nicolas, m’a dit Papa, si tu continues, tu iras m’attendre dans la voiture !
Alors, là, je me suis mis à pleurer⁷ ; c’est vrai, quoi, c’est pas juste.[…]
— Nous rentrons, a dit Papa, qui avait l’air nerveux et fatigué ; il se fait très tard.
— Mais, Papa, j’ai dit, nous n’avons que cinq tomates. Moi, je crois qu’une langouste...
Mais Papa ne m’a pas laissé finir, il m’a tiré par la main, et comme ça m’a surpris, j’ai lâché le filet à provision, qui est tombé par terre. C’était gagné. Surtout qu’une grosse dame qui était derrière nous a marché sur les tomates, ça a fait « cruish », et elle nous a dit de faire attention. Quand j’ai ramassé le filet à provisions, ce qu’il y avait dedans, ça ne donnait pas faim.

Log into your online textbook on my.hrw.com.
Listen (with headphones!) to the story online at least four times!

First time: Listen to the text while reading along (either the on-screen text or your hard copy, whichever is more convenient).
Second time: Listen to the text, read along, and practice mimicking the reader (speak softly as the reader speaks).
Third time: Listen to the text with your eyes closed! Do not look at the text!
Fourth time: Listen to the text, read along, and underline/highlight words/phrases that you don't understand. (Using your tablet stylus may be the easiest way to do this.)
Save your Word/Journal/OneNote story text with the highlighted words and phrases that elude you. CAH will want to see that.

French 3: Tuesday November 6 2012 Lesson Plan

DUE: Les Devoirs: Each students writes four questions (en français, bien sûr!) about the article we focused on, plus four answers in complete sentences!

Full citation: "Bras d'honneur : Longuet assure avoir voulu s'opposer au 'procès de la colonisation' en Algérie," Le Monde, 2012.11.01

[25 minutes] Q&A over the Longuet article!

In large group, students ask each other their questions from the homework.

[25 minutes] Finish reading and translating "Chronique" p. 81, "Les jobs d'été" et "Les stages en entreprise"

[25 minutes] Begin reading pp. 82–83, "Le système scolaire français"

Les Devoirs: Répondez aux questions de l'article "Le système scolaire français":

À quelles âges est l'école obligatoire?
Nous avons deux ou trois ans de "middle school/junior high" et quatre ans de "high school." Et en France...?
Comment on appelle les quatre ans du collège?
Comment on appelle les trois ans du lycée?
Quelles notes françaises sont les équivalents de notre "A", "B", et "C"?
Le bac: qu'est-ce que c'est?
Qu'est-ce qu'on fait, si on rate le bac?
Quelles options ont les élèves qui ont leur bac?
L'université, combien ça coûte?

French Headline Features False Cognate

False cognate: a French word that looks like an English word but has a different meaning.

Here's a stellar example from tonight's (actually Monday morning's) Le Monde article on the American election:

"J-2: des meetings devant des foules toujours plus grandes"

Translation: "T-minus 2 days: rallies before still larger fools... er, crowds"

Somewhere, Le Monde's Washington bureau chief is winking at us.

French 2: Monday November 5 2012 Lesson Plan

DUE: rien! Mais vous avez travaillez le sketch d'aventure épicerienne, oui?

[10 minutes] Oral Vocab Practice: Students ask each other "Où est-ce que on peut acheter...?"

[30 minutes] Verb Conjugation Practice! One of the struggles on the last grammar quiz was remembering the verbs. Let's review:

Students copy this chart, write the je and nous forms of the given verbs.
Do as many as possible from own knowledge, then consult textbook and WordReference.com Verb Conjugator for help.
You get points for this chart! Students must show CAH this completed chart for points before starting grocery skit practice!

	meaning	je	nous
adorer
aimer
ajouter
aller
attendre
avoir
boire
bouillir
chanter
choisir
commencer
couper
détester
devoir
donner
dormir
écouter
entendre
être
étudier
faire
finir
jouer
lire
manger
mélanger
nager
parler
partir
regarder
rester
sortir
voir

[50 minutes] work on...

Les Devoirs: Grocery Adventure Skit! Present Wednesday, Nov. 7

In trios, write original conversations relating to a shopping trip.
First, two people at home decide they need some groceries. Tell us why, and tell us what!
Minimum five items! That allows the shopkeepers (see below) to give four different directions, then to say "We're out!" of a fifth item.
Head out to at least two different shops!
Each shopper meets a shopkeeper; they greet each other.
Shopper must say, "I need X amount of grocery Y. Where is/are Y?"
Shopkeeper must give different directions (see direction words, p. 97) for four of the groceries.
Shopkeeper must say that he/she doesn't have any or is out of one of the items (use the partitive! "Nous n'avons pas de..." or "Il n'y a pas de..."). And be sure to express regret!
Shoppers come home, say what they got!
Vocabulary should focus on terms from Chap. 3 and previous!
If you rely heavily on terms not learned so far, please provide a glossary of key terms on the board (maximum five!)

French 3: Friday November 2 2012 Lesson Plan

DUE: lisez p. 80: "Chronique: Travailler pour vivre ou vivre pour travailler?" les premiers deux paragraphes.

[10 minutes] Grammar Practice! Students translate past, imperfect, future sentences on Shared Google Doc!

[30 minutes] Reading/Pronunciation Practice: Chroniques pp. 80–81.

Students read aloud, first the title and intro, then Les loisirs et la vie de famille and la protection sociale.
Work on translation on the fly: what do we understand? What can we divine from context?
Proceed to p. 81, Les jobs d'été and Les stages en enterprise if time allows.
As time allows, answer (in French!) les questions de p. 81.

[40 minutes] French News! We read Le Monde! Students choose headline (CAH may recommend U.S. election news or reports on l'ouragan/la tempête Sandy), we read and translate together

Les Devoirs: Each students writes four questions (en français, bien sûr!) about the article we focused on, plus four answers in complete sentences!

Full citation: "Bras d'honneur : Longuet assure avoir voulu s'opposer au 'procès de la colonisation' en Algérie," Le Monde, 2012.11.01

French 1: Mon/Tue November 5/6 2012 Lesson Plan

DUE: Les Devoirs:

p. 95 Ex. 28 (yes, write the whole dialogue).
Write ten original sentences using the possessive pronouns listed on p. 94. You must use each of the six basic forms at least once; in other words:
1. At least one sentence must have mon, ma, or mes.
2. At least one sentence must have ton, ta, or tes.
3. At least one sentence must have son, sa, or ses.
4. At least one sentence must have notre or nos.
5. At least one sentence must have votre or vos.
6. At least one sentence must have leur or leurs.

[25 minutes] Vocabulary Practice!

Students work on p. 92 Exercises 22 & 23 together: One student says question, other student gives answer.
CAH checks homework during this time.
Students then read answers in full group.
CAH leads students in listen/response practice with Ex. 21

[15 minutes] Vocabulary Conversation Practice: Drill Exprimons-nous p. 93; CAH leads, then students circulate. Note: These are really good questions for an oral quiz!

[15 minutes] Grammar Practice: Possessives!

Review homework au tableau.

[15 minutes] New Grammar: showing possession with de! p. 96

The French have no apostrophe + s! To say "John's dog," they must say, "the dog of John": le chien de Jean!
de combines with le and les, just as à does!
- the teacher's chair: la chaise *de + *le prof = le livre du prof
- the computer's screen: l'ecran de l'ordinateur (no contraction!)
- the girl's book: le livre de la fille (no contraction!)
- the boys' cards: les cartes *de + *les garçons = les cartes des garçons

Les Devoirs: Translate the following phrases into French! (pronouns in parenthesis indicate whether you are talking to tu or vous, singular/familiar or plural/formal.)

1. her half-sister	21. your (tu) aunts
2. your (vous) grandson	22. my wife
3. Claude's grandson	23. your (vous) nieces
4. my grandpa	24. his children
5. the boy's grandpa	25. their brother
6. his grandparents	26. the student's brother
7. her cousin (f)	27. your (tu) grandma
8. their husband	28. your (vous) grandchildren
9. our cat	29. his dogs
10. the girls' cat	30. the girl's dogs
11. your (vous) stepmother	31. her sisters
12. her uncle	32. the boy's sisters
13. Marie's uncle	33. their parents
14. our daughters	34. my father
15. my son	35. the girl's father
16. the teacher's son	36. our stepfather
17. your (tu) cousins (m)	37. our nephew
18. their granddaughter	38. your (tu) family
19. his mother	39. the boys' family
20. the child's mother	40. the girls' family

French 1: Thu/Fri November 1/2 2012 Lesson Plan

DUE: Les Devoirs: Vocab 3.2 writing practice: Write all vocab words and phrases on pp. 90–93, including Exprimons-nous and Entre copains, four times.

[10 minutes] Pronunciation Practice: read and repeat new vocabulary

[10 minutes] Make up Oral Quizzes! Anyone who didn't go last time finishes Oral Quiz aujourd'hui! (Kendra, Seth, Zach K.)

While CAH conducts quizzes, students pair up, practice vocab.

[30 minutes] Oral Vocab Practice!

Tu as un frère, une sœur, un oncle, une tante, des cousins, des cousines?
Comment il/elle s'appelle?
Il/elle est comment?
Note that questions and answers will use mon/ma/mes, ton/ta/tes, etc.

[20 minutes] New Grammar Practice: Possessive Pronouns! p. 94

Point to use of masculine, feminine, and plural forms of possessives in the oral practice we just did.
Show complete forms for all six grammatical persons.
Emphasize distinction between English his/her and French son/sa/ses: in English, we pick the possessive pronoun based on who owns the thing; in French we pick the possessive pronoun based on the thing possessed:
- Bob a son livre.
- Marie a son livre.
- Bob écoute sa mère.
- Marie écoute sa mère.
Practice with p. 94 Ex. 26.

Les Devoirs:

p. 95 Ex. 28 (yes, write the whole dialogue).
Write ten original sentences using the possessive pronouns listed on p. 94. You must use each of the six basic forms at least once; in other words:
1. At least one sentence must have mon, ma, or mes.
2. At least one sentence must have ton, ta, or tes.
3. At least one sentence must have son, sa, or ses.
4. At least one sentence must have notre or nos.
5. At least one sentence must have votre or vos.
6. At least one sentence must have leur or leurs.

French 2: Thursday November 1 2012 Lesson Plan

DUE: Les Devoirs: Vocab 3.2 Writing and Drawing!

Write all vocab words and phrases on pp. 94–97, including Exprimons-nous and Déjà vu direction expressions, four times.
Make five shop signs representing five of the shops included in this list! Signs should include the word for the shop and at least one image clearly representing what the shop sells.

[40 minutes] Pronunciation Practice/Vocab Practice!

First listen and repeat! [WS!]
Then students pair up, read to each other, CAH/WS circulate and correct.
Practice "Où est-ce que on peut acheter..." and "Qui vend les...."
Practice directions: devant, derrière, entre, à côté de, à gauche de, à droite de with movements and physical responses.
Do Exs. 24 & 26 together.

[20 minutes] y as a "pronoun" p. 88

Note that y isn't really a pronoun; it's not standing for a noun, but a prepositional phrase.
Do Ex. 13 together.

[30 minutes] work time for next great skit!

Les Devoirs: Grocery Adventure Skit! Present Wednesday, Nov. 7 (time available to work on this skit during second half of class Monday)!

In trios, write original conversations relating to a shopping trip.
First, two people at home decide they need some groceries. Tell us why, and tell us what!
Minimum five items! That allows the shopkeepers (see below) to give four different directions, then to say "We're out!" of a fifth item.
Head out to at least two different shops!
Each shopper meets a shopkeeper; they greet each other.
Shopper must say, "I need X amount of grocery Y. Where is/are Y?"
Shopkeeper must give different directions (see direction words, p. 97) for four of the groceries.
Shopkeeper must say that he/she doesn't have any or is out of one of the items (use the partitive! "Nous n'avons pas de..." or "Il n'y a pas de..."). And be sure to express regret!
Shoppers come home, say what they got!
Vocabulary should focus on terms from Chap. 3 and previous!
If you rely heavily on terms not learned so far, please provide a glossary of key terms on the board (maximum five!)

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