LessonPlan:Familled'AccueilQuickfirewithVoiceThread(French1)

# of Days 1

Prior Knowledge Students completed a unit about leisure activities, so they know vocabulary for
describing hobbies and asking questions. Students are now in a unit learning family
vocabulary, allowing them to describe family members using a variety of adjectives.

Lesson Objective(s) SWBAT interact with peers using target language through spoken conversation to
convey reactions and opinions.
SWBAT present descriptions of family members personalities and hobbies using
visual and audio aids.

Lesson Assessment Famille d'Accueil Quickfire presentations and comments

Standards (Our school Interpersonal Communication: Learners interact and negotiate meaning
uses ACTFL in spoken, signed, or written conversations to share information, reactions,
World-Readiness feelings, and opinions.
Standards in foreign Interpretive Communication: Learners understand, interpret, and analyze
language classes) what is heard, read, or viewed on a variety of topics.
Presentational Communication: Learners present information, concepts,
and ideas to inform, explain, persuade, and narrate on a variety of topics
using appropriate media and adapting to various audiences of listeners,
readers, or viewers.

Materials Needed Chromebook cart, headphones, slides with instructions, timer, Famille d'Accueil
Quickfire checklist

Time Learning Methods or Procedures Notes

Task

15 Warm Up: Each student takes a Chromebook before the bell. At this point in the unit,
Writing for When the bell rings, students take out their writing my students have had a
Famille journal. They use 10 minutes of silent writing time lot of practice with the
d'Accueil to respond to the prompt on the board: Using the vocabulary. Now, they
Quickfire French vocabulary you know, describe five of the need to practice
people closest to you. Include the persons name, speaking in more
their relationship to you, three of their personality authentic conversations.
traits, two hobbies they like, and one hobby they The writing time is
dont like. In total, write 5-7 sentences per person. intentionally short due to
Teacher begins timer and circles the room to offer their current proficiency.
individual feedback and direction.
After 10 minutes, students trade warm ups with Feedback will likely take
their table partners for 5 minutes. Based on what less than 5 minutes,
is completed so far, partners note (1) whether leaving room for
each paragraph addresses the prompt completely transition time.
and (2) any grammatical and syntax errors that
cause confusion.
15 Create Teacher introduces Famille d'Accueil Quickfire: I ask my students to
Quickfire Choosing three of the five people you wrote about write about 3 people
presentations in todays warm up, create a brief VoiceThread because this prompt is
introducing your family to your host family (ta very familiar to them
famille d'accueil)! Upload a photo of each person, through previous
then record an audio comment describing them. activities. Recording
Tell us their name, age, their relationship to you comments for only 3
(i.e. my sister), three of their personality traits, two people allows time for
hobbies they like to do, and one hobby they dont technical issues, for
like to do. re-recording, etc.
Set a timer for 15 minutes. Students log in to However, if a student
VoiceThread and upload photos of the three quickly finishes their first
people they will describe. Using the writing from 3, I would ask them to
their warm ups, they practice and record brief include other family
audio comments describing each person. members from their
After 15 minutes, students share a link to their warm up until time is
presentation on Google Classroom. done.

20 Respond to The room is divided into three groups of 10 A group of 10 is big

Quickfire students. Teacher explains the task, then starts enough for students to
presentations the first timer. leave up to 27
on Students have 10 minutes to view group members comments, so higher
VoiceThread presentations and record audio comments asking achieving students will
questions using the French vocabulary they know not run out of work to do.
(i.e. I like soccer too! Why does your sister like (Note: Im not requiring
soccer? Who does she play with?). 27 comments). At the
Students also return to their own presentation to same time, a group of 10
listen and respond to questions from their is small enough to
classmates. ensure less popular
To help document this task, students make a students will receive
T-Chart and label the sections Questions and comments on their
Responses. Under Questions, students keep videos. If I let students
track of whose presentations they post audio comment on anyones
comments on. Under Responses, students write presentation, they might
down the names of who they respond to using stick to their friends,
audio comments. leaving other kids out.

I allowed 20 minutes for

instructional time and
transitions.

5 Reflect on Students discuss reflection questions about the

Quickfire Famille d'Accueil Quickfire in English.
Students turn in Famille d'Accueil Quickfire
checklists and return Chromebooks to the cart.