Gaining Verbal Confidence in your French Language Skills
UBD Stage 1
Summary of Curricular Context:
This lesson is for a level two French classroom. In this lesson, students will be asked to create a French dialogue with a partner. Through this activity, students will learn to answer open ended questions, first by writing the dialogue, then filming it as an interview with a partner to practice fluency and gain confidence. Students will need to have learned how to answer basic questions pertaining to themselves as well as how to ask relevant questions to a peer in a “getting to know you” format.
Standard / Objectives for Unit or Lesson:
28.B.2a Pose questions spontaneously in structured situations.
28.B.2b Produce language using proper pronunciation, intonation and inflection.
28.D.2a Write on familiar topics using appropriate grammar, punctuation and capitalization.
28.D.2c Present an original production (e.g., TV commercials, ads, skits, songs) using known vocabulary and grammatical structures.
Lesson Goal:
Students will answer six open ended questions in both written and verbal forms. Students will gain fluency and verbal confidence in the language.
Stage 1
Enduring Understandings
- Many aspects of communication are common to all languages.
- Speaking a second language is a valuable asset.
- There are many ways to define who we are.
Essential Questions
- Why do people communicate?
- What makes a good question?
- How does culture affect identity?
Knowledge
The six question words (Qui, Que ce que, Quand, Ou, Comment, Pourqoi)
“About Me” vocabulary
French question/sentence structure
Interview format
Verb endings depend on the subject and the tense
French nouns have genders
Skills
Conjugating the verbs Etre, Avoir, Aimer, Aller in present and past tenses
Working in pairs effectively
Using a French-English dictionary
Using a Bescherelle (verb book)
Creating and editing an iMovie
Pronounce written French
Trena this is great especially because I speak French and appreciate that it is still important to other people especially within the classroom! Your lesson flows very well!
ReplyDeleteI wonder what it would look like to show how culture affects identity and how you would tie that into this assignment. I also wonder how you would relate this to the students.
If I were doing this lesson, I would definitely have a model of what specific expectations you have for your students.
Trena, I think this is a really great idea for a lesson and one I would have appreciated when I took a foreign language in high school. I think that it allows the student to practice French both verbally and orally. The only thing I noticed was in your "skills" section, you had creating and editing an iMovie. Is this the only way students are able to document their conversation? I am just worried if this limits the students resources if they are not able to work with Apple resources. If every student has access to Apple resources, then I think it fits.
ReplyDeleteTrena! I would love to be in your French class! I'd have to get through level one first though. I like the importance you put on language aspects that would come up in daily, natural conversation. It's so true that you do the same kind of small talk over and over in a new place.
ReplyDeleteIn some respects, your essential question of "What makes a good question" could be quite literal, as in grammatical features. But on the other hand it seems like it may be more applicable to a philosophy or language arts classroom. Another thought, which could get fleshed out with further conversation with you about your lesson, is if asking how language affects identity rather than culture may be more in sync with your class...or not :) 'Twas lovely!