1. Lesson Plan Information Subject/Course: Core French-Academic Grade Level: Grade 9 Topic: Les mots interrogatifs

Name: J. Sally Greenwood Date: 20 October 2010 Time: 11:55am Length of Period: 75 minutes

2. Expectation(s) Expectation(s) (Directly from The Ontario Curriculum): Writing: -recognize and use appropriate language structures: interrogative instructions. Learning Skills (Where applicable): -Listening; -Writing 3. Content What do I want the learners to know and/or be able to do? Students will: -learn a new grammar point and be able to apply their knowledge following the lesson Today learners will: -take a note on a new grammar point: Les mots interrogatifs -do grammar practice exerices 4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric) Based on the application, how will I know students have learned what I intended? -Teacher observation and recording of anecdotal comments – paying particular attention to correct pronunciation and appropriate use of new vocabulary and targeted learning skills 5. Learning Context A. The Learners (i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? -"M. Paquette on vous cherche" for context about asking questions -prior experience with vocabulary required to complete the cards (ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all students? (Must include where applicable accommodations and/or modifications for learners identified as exceptional.) -write oral instructions on chalkboard -provide handout of grammar notes for students do they do not have to write it all down themselves

B. Learning Environment -students at own desks for taking notes on new grammar point C. Resources/Materials -Textbook: Express (pg. 46 and 48) -The students' cahier (pg. ___)

6. Teaching/Learning Strategies Timing

INTRODUCTION How will I engage the learners? (e.g., motivational strategy, hook, activation of students’ prior knowledge, activities, procedures, compelling problem) 10 min 2 min

-begin by taking up work assigned from last class -page 28-32 of students' cahier -introduce grammar point: Les mots interrogatifs -activate students' prior knowledge of M. Paquette to give them context for the questions -how the police would conduct their investigation MIDDLE: Teaching: How does the lesson develop? How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction).

7 min

Learning Key Question Words (les mots interrogatifs): -have students turn to page 48 of their textbooks, title: J'observe -also hand out Les mots interrrogatifs grammar information sheet -ask students question words they already know -students know how to ask to go to the washroom and get a drink of water -est-ce que je peux aller boire de l'eau? -puis-je aller au toilettes -relate the french question words to their English equivalents: -Where -Où -Why -Pourquoi -When -Quand -How -Comment -To whom -À qui -About who -De qui -How many of -Combien de -have students fill out table on top of the handout with the English translation of the question words

10 min

Est-ce que vs. Inversion: -Direct students' attention to the next table: Est-ce que vs. inversion -Read the first line of the table for the students and translate -Ask a student to read the second line -Point out "laisse-t-il" and direct students' attention to the t -Ask students to look for the t while going over the rest of the examples as a class -When finished table ask if anyone can quess the purpose of the t -Explain the purpose of the t (purpose of t, to seperate the vowels and make a liason) -Ask students to add that note to their handout and to circle all the t's in the questions

-Direct students' attention to the notes at the bottom of the page, the ATTENTIONS -read the rules to the students: on utlise qui pour une personne, etc. Questions et Reponses -Explain that when answering a question that contains vous/nous or je/tu/vous, the answer contains the corresponding personal pronoun: -Relate to English, where are YOU going? WE are going... -For example: Ou est-ce que tu vas cette fin de semain? Je vais à la plage. Pourquoi est-ce que vous avez un chien? Nous avons un chien parce que... Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding? 5 min

-Ask students comprehension questions -What it the purpose of the t in the inversion form of questions -Quand est-ce que vous avez le français? Nous avons... -Où habitez-vous? -Ask questions in English and ask for students to translate -How many people are in the class? -Who do you see?

6 min

Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.) 1. Students will fill in the table at the top of the handout. 2. Students will complete cahier pages to practice the grammar point. (pgs. ____) CONCLUSION: How will I conclude the lesson?

1 min

Homework: If students have not completed the assigned cahier pages then it is for homework.

7. My Reflections on the Lesson What do I need to do to become more effective as a teacher in supporting student learning? -Lesson went well, students appreciated the handout that they just had to fill in the top. -Students followed well with the textbook. -Should incorporate technology to make grammar lessons more engaging. -Need to work on the inversion of questioning, this point is confusing for the students. -Have more practice in class with students.

Les mots interrogatifs Où Pourquoi Quand Comment À qui De qui Combien de Qui Est-ce que

Inversion

Où est-ce que vous habitez?

Où habitez-vous?

Pourquoi est-ce que Josef laisse sa porte ouverte d'habitude?

Pourquoi laisse-t-il sa porte ouverte d'habitude?

Quand est-ce que les amis de Josef arrivent de l'aéroport?

Quand arrivent-ils de l'aéroport?

Comment est-ce que Joesf part?

Comment Joesf part-il?

À qui est-ce que Josef parle avant de À qui Josef parle-t-il avant de partir? partir? De qui est-ce que les amis de Josef rêvent?

De qui rêvent-ils?

Combien de bonbons est-ce que Josef mange d'habitude?

Combien de bonbons Josef mange-til?

Qui est-ce que tu vois?

Qui vois-tu?

ATTENTION! On utlise QUI pour une personne. Exemple: Qui parle? Le professeure parle. Qui regardes-tu? Je regarde mon professeur. Avec les questions/réponses: je  tu ou vous nous  vous

ils/il-pas de changement elles/elle-pas de changement