Risley,+Patricia-920


 * EdC 920: Final Project**
 * Patricia Risley**
 * French III - Chariho High School**


 * Teaching Unit: Compare and Contrast Forms and Uses of the 2 major Past Tenses in French: le Passé Composé and l’Imparfait.**

A large part of French 3 curriculum is dedicated to 1) the review and practice of the Passé Composé, the tense used to describe completed past action; 2) the learning of the other major past tense: the “imperfect” or “l’imparfait”, which describes ongoing action in the past; and 3) understanding the difference between the 2 tenses and being able to decide the proper placement of each tense in written text and the spoken word. My students have spent several weeks at the beginning of the year reviewing the forms and uses of the passé composé, and very soon we will begin the study of the Imparfait, followed by the comparison of the two tenses. Therefore, I have chosen to create this unit, which hopefully will, by incorporating some of the techniques I have learned in this class, strengthen the students’ understanding of the past tense in French and their ability to use the tenses correctly. I will have my students consider the “big picture” and have them ponder what I believe to be the Essential Question of this Unit: “How can my knowledge and understanding of the Past Tense concept in French (a) help me to gain insight into the nature of language through comparison with the past tense in English and (b) help me to communicate effectively in French in both oral and written form?” By incorporating many different strategies and types of activities, I will address the learning styles of, hopefully, all of my students. My French 3 class is an Honors level class, and while most of the students have a solid grasp of the Passé Composé for both regular and irregular verbs, some students still struggle with the tense. Learning another past tense with different forms and different uses will indeed present a challenge to the entire class. We are on a block schedule, so our class meets 5 times (83 minutes per class) in a two-week period. This unit should take 3 weeks (8 classes).
 * Introduction: **

Unit Goals: their understanding of how we use the past tense in English. Throughout the unit I will incorporate several differentiated instruction strategies into my lessons, including frequent anchor activities ( journaling to the blog), jigsawing and reteaching, the “exit ticket, formative assessments including the daily oral assessment: (SUE method - “Success”, “Understanding”, “Effort”), and the Morphological Matrix. I will send the morphological matrix and the “SUE” rubric as attachments to the “Wiki” site.
 * Students will use the 2 past tenses to communicate effectively in spoken French, describing both completed past actions and action that either was continuing or repeated in the past.
 * Students will write an original fairy tale or fable in French, using the 2 past tenses correctly, and present it to the class on a Power Point.
 * Students will relate this learning of the different forms of the French past tense to

Standards Addressed: (National Foreign Language Standards) Communication: 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Students understand and interpret written and spoken language on a variety of topics 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variey of topics.. Connections: 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language. (Ex; English, Computer Technology) Comparisons: 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

__ Lesson Plans: __ __ Lesson 1 (first class): __ Goals: Activities: b) When I was little, we __used to eat dinner__ at 5 pm every night. c) While I __was eating dinner,__ the phone __rang.__ d) While I __was eating,__ my brother __was doing__ his homework. Students realize that sentences b and d, and one of the verbs in “c” are not taking about __completed__ actions in the past. Students brainstorm in pairs and create other examples of sentences describing on-going past activities.
 * Students recognize how we describe different past events in English in __different__ ways.
 * Students (again) show that that they can use passé composé correctly in French.
 * Students learn to forms of the new tense: the “Imparfait”
 * Preassessment: What do you already know? I ask students to explain the difference in meaning between the following 4 English sentences: a) Last night, I __ate dinner__ at 6 pm.
 * Jigsaw activity (for review): students are assigned numbers (1-5) and letters (A,B,C,D,E), and each given a certain category of French verbs in Passé composé to “reteach” to their group. The “1’s” teach the regular –er, -ir and –re verbs, the “2’s” teach the irregular verbs “être, faire, and avoir”, the “3’” teach the verbs conjugated with the different helping verb “etre”, the “4’” teach the reflexive verbs, and the “5’s” teach a group of other irregular verbs. All the “1’s”, “2’s”, etc. meet together and create their mini lessons, and then they return to their “letter” group and reteach the material to that group. This really doesn’t take that long to accomplish if explained well in advance!
 * Class Notes: I introduce formation of the new “Imperfect Tense” (l’Imparfait) to students, and begin to discuss uses.
 * Written Worksheet Activity: students practice writing sentences in French using the Imperfect tense. Formation of this tense is very easy, since every French verb (with one exception) follows the same rule of formation and all have the same endings.
 * SUE Activity: Students respond to a prompt requiring oral response using imparfait.
 * Homework: Another practice sheet on the “Imparfait”, with students having to give English meanings for the sentences as well as conjugating the French verb. Also, students are asked to post a quick summary of what they’ve learned about the Imparfait to the class blog, and what still confuses them.

Lesson 2 (2nd class): Goals: · Students can conjugate any French verb in Imparfait, due to simplicity of tense formation. · Students begin to understand the difference in usage between the passé compose and the Imparfait. · Students use the Web to further their understanding of new grammatical concept. Activities: · Class puts homework sentences on board and we correct together · Students view on smart board a lesson I found on the website: []. This is a fun lesson which deepens the explanation of the differences between the 2 past tenses. The students will definitely pay attention simply because of the fact that this is “new technology”, and they will be surprised that this type of thing is on the web. · Students are given a paragraph-length story written IN ENGLISH, and they work in pairs to decide which tense WOULD be used if the paragraph were in French. Go over and discuss. · Students then receive a long French paragraph with the verb forms missing (verbs are given in infinitive form). They again work in pairs, this time to decide which tense of the verb is needed, according to the “sense” of the story. We again go over, and discuss any questions they may have. This takes a while because sometimes the distinction between the 2 tenses is not crystal clear, and some thinking and discussion is necessary. This will carry over to the third class day. · Homework: 1) Students are to find __another__ site teaching about passé compose vs. imparfait, which they download to our blog. They will have an ‘extra’ class to do this assignment (for example, I assign this on a Monday, and they have until Friday to present). Because of time constraints, they will either do this with a partner, or I will limit the length of each person’s site presentation to 5 minutes. 2) Study for Quiz next time on formation of the Imparfait. __**Pat Risley:**__ __Lesson 3 (3rd day):__ Goals: · Students demonstrate knowledge and understanding of formation of Imparfait. · Students demonstrate understanding of the difference in usage between passé composé and imparfait.

Activities: · We go over the long French paragraph which they worked on in class last time. We discuss answers and WHY they have chosen either passé composé or imparfait for the verbs in the story. · Students take quiz on formation of Imparfait. · Students receive a copy of the first chapter of __Le Petit Prince__ by Antoine de St. Exupéry. I discuss the theme of the book and give students a little background on St. Exupéry. I explain that this is a sort of “fairy tale”, and we read the chapter aloud in class. I ask students to underline each verb in passé composé and imparfait that they see in the chapter. Since one the main uses of imparfait is to set the scene/describe the background of a story, this chapter is full of verbs in this tense. We discuss why each verb is in the particular tense. This activity is great because the students will again be introduced to __Le Petit Prince__ if they continue on to French V, and the story is enjoyable for them. · Students receive a vocabulary list (see attachment) of “key” words that are used with each tense: (Example: “tous les jours” = “every day” and is used with Imparfait to indicate repeated action in the past; while “un jour” = “one day” and is used with Passé Composé to indicate a specific past event). We go over vocabulary and discuss, and I give examples. · SUE Activity: Students give orally the 2 sentences they are using for their written exit ticket (see next activity). · __ Exit ticket __ : students write 2 sentences: one using an expression from the vocabulary list that requires the verb to be in passé composé, and one using an expression that requires the verb to be in imparfait. <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Homework: students choose site, if they haven’t already, which they will present next class to the other students. Students complete questionnaire on site they have selected, which determines the validity of the site. (attachment). Students post their feelings about what they have found in a short post to the class blog.

__Lesson 4: (4th class):__ Goals: <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students as teachers: Students demonstrate knowledge of passé composé vs. imparfait by teaching the class. <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students are able to create their own sentences, using the new vocabulary to guide the choice of passé compose vs. imparfait. Activities: <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students present the lessons or YouTube videos they have found on the Web, which provide reinforcement of learning which has already taken place, of the difference between passé composé and imparfait. Each person/team pulls up the lesson they have downloaded and goes over it with the class. Some of the possible downloads are spoken lessons on “You tube”, given by French native speakers, lessons written in “student-friendly” language, interactive quizzes, etc. <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students begin to work on creation of sentences using “key” word vocabulary, and verbs given in infinitive. This will be in the form of a “Morphological Matrix” (see attachment) which allows for individual creativity while at the same time reinforcing correct usage of the 2 tenses. This will continue on to the next class because of the length of time taken to have students present their lessons. <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Homework: A. Study for Quiz on choosing between passé composé and imparfait in a paragraph and then forming the verbs correctly. B. Students outline the subject of their Final Assignment for this unit: the creation of an original, illustrated “fairy tale” which they will write and present to the class in the form of a Power Point. **Pat Risley:** __Lesson 5: (5th class):__ Goals: <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students create original sentences using Morphological Matrix <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students demonstrate knowledge and understanding of the difference in usage between the passé composé and the imparfait.

Activities: <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students complete Morphological Matrix – hand in as graded writing assignment (rubric attached) <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students take quiz on choosing between passé composé and imparfait <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students begin to work on writing text for Final Project: the illustrated Fairy Tale

Homework: <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students complete rough draft of __text only__ of original fairy tale, which for each illustrated slide will include one sentence (setting or describing the scene) in imparfait, and one sentence (describing the action which took place) in passé composé. <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students write their opinion of the Morphological Matrix and post it to the class blog.

__Lesson 6: (6th class):__ Goals: <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students become proficient at the creation of an illustrated Power Point presentation.

Activities: <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students go to media center and receive instruction and help with creating a basic power point presentation, to which they will add the text of their fairy tale once the final draft has been written. Some students are already very comfortable with making power point presentations, while others may be less so. Those who already know how to do this will create the basic power point on their own and move on to the next step. <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students create illustrations for their fairy tales which they find on the Web, using clip art, and put into slides. **In the past, this has been done as a “pop-up” project, not done on the computer. Hopefully this incorporation of technology will enhance the learning of the students.

__Lesson 7: (7th class):__ Goals: <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students create final draft of written part of fairy tale <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students then work on fitting the written story into the slides with appropriate illustrations. Activiites: <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students write final copy of fairy tale in class once they receive the corrections of the rough draft from me. <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students use computers in library to put finishing touches on their power point presentations

__Lesson 8: (8th class, and 9th class if needed):__ Goal/Activity: <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students present their French fairy tale Power Point to the class, using correct forms of the 2 past tenses. Homework: <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Final blog posting: Respond to the following:A: How has this project helped you to compare the use of the Past Tense in French with that of English? B: How has this project helped me to communicate effectively in French? Assessment: Students will be assessed in 2 ways: A) Written component will be assessed using the “Illustrated Fairy Tale” rubric (see attachment). B) Speaking component will be assessed using our District Foreign Language Oral Proficiency Rubric. __ Anchor Activity __ __ Journal Writing on Blog: __ You will keep respond to prompts posted on the class blog, writing at least one paragraph of 5-6 sentences for each response in French. You will post your writings to the class blog. Sample topics will include: **__ Rubric for Grading Journals __** <span style="font-family: Tahoma; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"> // (5) // //  (4) // //  (3) // //  (2) // //  (0-1). //
 * Your prior weekend’s activities
 * Retelling the story of a favorite movie or book in past tense
 * Special events in past with family or friends
 * Recent events in the News
 * Things you __used to do__ when you were younger
 * Describing what __was going on__ at a certain point either at your home or at school
 * *** All entries must be in complete sentences. It is not a list. No English words may be used. Try to write first without using a Spanish dictionary, and underline all words you looked up. **
 * When writing about past events be sure to use the correct form of the Passé Composé or Imparfait. **
 * // Exceeds Standard: //**
 * Includes specific details of personal thoughts or feelings
 * Shows great deal of reflection and introspection
 * Addresses all aspects of the writing prompt
 * Engages interest of reader, leaves one wanting more
 * // Meets Standard //**
 * Includes general details of personal thought or feelings
 * Shows reflection and introspection
 * Attempts most aspects of the writing prompt
 * Easy to read and interesting
 * // Nearly Meets Standard //**
 * Includes limited expansion of ideas
 * Shows some evidence of reflection
 * Omits one or more aspects of the writing prompt
 * Rather difficult to read
 * // Some Progress Toward Standard //**
 * Responds in short, superficial manner
 * Includes little evidence of reflection
 * Omits several aspects of writing prompt
 * Presents some difficulty to reader
 * // No Progress Toward Standard //**
 * No entry or Written in English

MORPHOLOGICAL MATRIX – French Writing Project ** Character Actions Places Time ** ** (Subject) ** Students would then get into groups or work individually to create many different sentences, using the two different tenses. Example 1: C=1 A=3 P= 7 T= 2 Because « T » is an expression (tous les jours) that requires the Imparfait, students would have written the sentence: **Tous les jours, je visitais le théâtre.** Example 2 : C=6 A=7 P=8 T-1 Because « T » is an expression (Hier) that requires Passé Composé, Students would have written the sentence : **Hier, vous êtes venus du musée.** ** Formative Assessment: “S U E” Method ** With this simplified rubric for oral assessment, I can assess the whole class usually twice within a week’s time. ** S U E Method **
 * 1 Je parler  la maison  hier **
 * 2 Tu jouer  la classe  tous les jours **
 * 3 Il visiter le restaurant un soir **
 * 4 Elle manger la plage l’été  **
 * dernier **
 * 5 Nous vivre  la ville autrefois  **
 * 6 Vous aller la campagne d’habitude **
 * 7 Ils venir le théâtre toujours **
 * 8 Elles sortir le musée tout à coup **
 * (this sentence requires the additional step of changing “le” to “du”. **
 * Scoring is simple: 4=A, 3=B, 2=C, 1=D **
 * __ Student __**** __S__ __U__ __E__ __Total__ **
 * Mary 4 3 3 10/12 **
 * Johnny 4 3 4 11/12 **
 * Bob 3 2 2 7/12 **
 * Sandy 3 2 1 6/12 **