Unit Presentation - Time and Schedules in French

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Telling Time & Describing Schedules (French 1 Unit):

Telling Time & Describing Schedules (French 1 Unit) Big Ideas: Communicating about time (“telling time”) Understanding and describing a daily schedule 21 st Century Skills: Global Awareness: learning a foreign language to communicate with more people from other cultures Communication & Collaboration: developing strong verbal and written skills, working in teams Spreadsheet Work: familiarizing oneself with designing spreadsheets and related office tools Media Literacy: researching relevant and accurate information online


CA Content Standards: Content: I.1.1.i: School, classroom, schedule, subjects, numbers, time, directions. Communication: I.1.0: Students use formulaic language (learned words and phrases). I.1.1. Engage in oral and written conversation. I.1.2. Interpret written and spoken language. I.1.3. Present to an audience of listeners. I.1.5. Identify learned words and phrases in authentic texts. Culture: I.1.0. Students use appropriate responses to rehearsed cultural situations. I.1.2. Recognize similarities and differences in the target cultures and between students' own cultures. Structures: II.2.0. Students use sentence-level elements (morphology and syntax or both) to understand concrete and factual topics. II.2.1. Use sentence-level elements (morphology or syntax or both) to produce informal communications.


Student Learning Objectives: ability to understand spoken references of time and to tell the time in French (based on clocks with hands as well as with digital clocks) ability to tell time in the old way (“ten to five”) and the new way (similar to military time) ability to share one's schedule on a given day (such as a school day schedule) acquiring the vocabulary related to time slices from the basic small time units (seconds, minutes, hours) to parts of the day, days of the week, work week, and weekend acquiring the vocabulary of school subjects and a few more "scheduled" activities


Assessments: Entry-Level: Fill-in the blanks paragraph with missing “to have” verbs needing to be conjugated for the right person (review) Shout out: upon being called, students must say the number out loud (numbers 1-24, then by fives up to 55) Anticipation Guide: week schedule with empty names for week days (teacher reads aloud a person’s schedule) Formative: Drills: verbal practice of vocabulary, syntactic structures Semantic Analysis: etymology/morphology of days of week Think-Pair-Share: partners first write one day’s school schedule then say it to their partner Summative: Quiz: writing the time (based on images of several clocks) . Short essay: describe the (imaginary) schedule of a famous Francophone person


Learning Activity 1: Interactive game (on tablets): that shows many screens, each with a clock or a digital time; students must spell out the time Learning Activity 2: Hercule Poirot Investigates: the teacher pretending to be the famous detective Hercule Poirot asks students (who all have a person’s week schedule before them) what that person was doing on a given time and day. Learning Activity 3: Role-playing: during a strike of the personnel at the Information booths at the train station, two travellers cross check each other’s train timetables to know when they can go home. Learning Activity 4: Writing the ideal weekend schedule. Students write their dream schedule for the ideal weekend and share it out loud with the class


Why did I choose this topic? First of all, it’s highly practical knowledge. Directions and time are extremely important for travelers who only speak a little of a foreign language. Moreover, it reuses previously studied and equally important structures and content (the verb “to have” and “to be”, numbers). Next, for technology, I can design and program an application to test the learning of students of the syntactic structures of time (upon seeing a clock or hearing a voice saying time, students write the time). Finally, learning days of the week opens the door to learning about the future and the past (verb tenses) and to months, seasons, and weather.

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