It wasn’t under a hot dog. Ardythe had it. Thanks Ardythe for finding it. Note that this is not a unit plan, as we’ve been discussing, but a weekly plan. This plan adheres to standards and is actually real and also very simple and user friendly. I just send in the same one each week because I always do the same schedule as per:
https://benslavic.com/blog/2011/04/13/the-three-steps-and-bloom%e2%80%99s-taxonomy-of-learning/
Weekly Lesson Brief week of November 7, 2011 – Slavic/Lincoln High School
Colorado Academic Standards
World Languages
1. Communication in Languages Other Than English
2. Knowledge and Understanding of Other Cultures
3. Connections with Other Disciplines and Information Acquisition
4. Comparisons to Develop Insight into the Nature of Language and Culture
Monday:
Content Objective*:
SWBAT recognize two new vocabulary words from the posted Word List.
SWBAT recognize and understand vocabulary in context.
Language Objective*:
SWBAT create a class story by adding details and answering questions.
Key Vocabulary:
Parle, avec, trop, toujours, tout le temps
Strategies selected to get to the skills:
Comprehensible Input Methods
Tuesday:
Content Objective:
SWBAT recognize two new vocabulary words from the posted Word List.
SWBAT recognize and understand vocabulary in context.
Language Objective:
SWBAT create a class story by adding details and answering questions.
Key Vocabulary:
Parle, avec, trop, toujours, tout le temps, whatever
Strategies selected to get to the skills:
Comprehensible Input Methods
Wednesday:
Content Objective:
SWBAT recognize two new vocabulary words from the posted Word List.
SWBAT recognize and understand vocabulary in context.
Language Objective:
SWBAT read, translate and discuss details and answer oral questions.
Key Vocabulary:
Parle, avec, trop, toujours, tout le temps
Strategies selected to get to the skills:
Comprehensible Input Methods
Thursday:
Content Objective:
SWBAT recognize two new vocabulary words from the posted Word List.
SWBAT recognize and understand vocabulary in context.
Language Objective:
SWBAT read, translate and discuss details and answer oral questions.
Key Vocabulary:
crie, a crie, criait , paresseux, travailleur, a peur
Strategies selected to get to the skills:
Comprehensible Input Methods
Friday:
Content Objective:
SWBAT recognize two new vocabulary words from the posted Word List.
SWBAT recognize and understand vocabulary in context.
Language Objective:
SWBAT listen to a French song and read, translate and discuss details and answer oral questions.
Key Vocabulary:
coeur, bonheur, la mettre, non, il n’est pas pour moi, c’est un rêve (from Le Couer au Bonheur/Les Misérables)
Strategies selected to get to the skills:
Comprehensible Input Methods
Also Jennifer we have to post daily content and language objectives visibly next to our doors in case an admin walks in so that they can have something to refer to. Since my schedule doesn’t vary from week to week, I just put them near the door, and they say:
M – F, the admin would always see the same Content Objective, printed in large letters:
CONTENT OBJECTIVE: SWBAT recognize and understand vocabulary in context. (This one never changes, as mentioned above.)
M/Tu, it would say, under Language Objective:
LANGUAGE OBJECTIVE: SWBAT create a class story by adding details and answering questions.
And then on W/Th it would say, under Language Objective:
LANGUAGE OBJECTIVE: SWBAT read, translate and discuss details and answer oral questions.
And then on Friday it would say, under Language Objective:
SWBAT listen to a French song and read, translate and discuss details and answer oral questions.
I staple these on top of each other and change them for the days in question – I only have to make three staple changes per week, once on Monday for TPRS steps 1 and 2, once on Wednesday for TPRS step 3, and once on Friday for what is really all three steps for the beautiful songs.
*Please note that in our school we have to submit both “content” and “language” objectives.
1) the Content Objectives are designed to answer the question “What do you want the students to be able to do at the end of that class?” They never change for me, as they are the overarching goals of my fluency program. I want my students to be able to recognize and understand vocabulary in context.
2) the Language Objectives are supposed to answer the question, “What are the students going to do to get there?” For me, that is to be able to understand my PQA and story on M/Tu and listen to and understand and read a song on Friday, and on W/Th it means that they will be able to read the embedded reading taken from the story.
You can see how these objectives are basically expressing my desire in my level 1 classes to do nothing but input, listening and reading, all week long.
Re: the key vocabulary area, which is part of my high school’s template, I just make up words. I can’t be bothered with that. Nobody can read them anyway.
I put in bold letters the operative words so that if somebody observes me they can look for those things, which I surely will be doing on that day.