Animal Names

Lesson Profile
Student Level 
High (9-12)
Target Language 
French
Teaching Context 
Traditional
Target Proficiency Level 
Novice
Topics 
Animals
Performance Descriptors 
  • Basic factual conversation in highly familiar contexts
  • Answer simple, direct questions
  • Introduce oneself and exchange greetings
  • List, enumerate, identify
  • Use short, memorized phrases
  • Use formulaic expressions
  • Understand basic notices
  • Complete basic forms
Objectives and Standards
Objective 1 
At the conclusion of the lesson, students will be able to name four common animals
Objective 2 
Students will be able to supply the written name of each animal
World-Readiness Standards
Communication 
1.2 Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
Comparisons 
4.1 Languages: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
California Standards
Stage I
Communication 
1.0 Students use formulaic language (learned words, signs [ASL], and phrases).
1.2 Interpret written, spoken, or signed (ASL) language.
1.4 List, name, identify, and enumerate.
Structures 
1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context.
Common Core Standards
---
Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

Given an image of each of the animals, the students will be able to name the animal. Given images of the animals, the students will be able to correctly label each animal.

Functions, Structures and Vocabulary
Functions 

The students will know the names of four common animals.

Structures 

Students will correctly spell each animal name.

Vocabulary 

cat, dog, mouse, cow (un chat, un chien, un souris, une vache)

Rubrics
Task 1 - Interpretive
Exceeds Expectation - [4] points
Meets Expectation - [3] points
Progressing - [2] points
Does Not Meet Expectation - [1] point
At the conclusion of the lesson, students will be able to name four common animals

Student is able to name each animal without hesitation, and with desirable accent and intonation.

Student is able to name each animal with little to no hesitation.

Student is able to name three of four animals correctly.

Student is able to name two of four animals.

Students will be able to supply the written name of each animal

Student correctly labels all four animals with no spelling errors.

Student correctly labels all four animals. Minimal spelling errors.

Student correctly labels three of four animals. Minimal spelling errors.

Student correctly labels two of four animals. Spelling errors may occur.

Task 2 - Presentational
---
Task 3 - Interpersonal
---
Activities
Opening Activities / Setting the Stage 

The teacher will present images representing four common animals.

Main Activities - Comprehensible Input 

1.) Provide image of a cat. Say "There is a cat" in TL. Repeat. Write "a cat" in TL on board. Ask, "Is it a cat?" in TL. Provide reply, "Yes, it is a cat" in TL. Repeat.
Ask "Is it a dog or a cat?" in TL. Provide reply, "It is a cat" in TL. Repeat. Ask "Is it a cat?" in TL. Provide correct answer in TL, "Yes, it is a cat"

2.) Provide image of a dog. Say "There is a dog" in TL. Repeat. Write "a dog" in TL on board. Ask, "Is it a dog?" in TL. Provide reply, "Yes, it is a dog" in TL. Repeat.
Ask "Is it a cat or a dog?" in TL. Provide reply, "It is a dog" in TL. Repeat.
Ask "Is it a dog or a mouse?" in TL. Provide reply, "It is a dog" in TL. Repeat. Ask "Is it a dog?" in TL. Provide correct answer in TL, "Yes, it is a dog"

3.) Provide image of a mouse. Say "There is a mouse" in TL. Repeat. Write "a mouse" in TL on board. Ask, "Is it a mouse?" in TL. Provide reply, "Yes, it is a mouse" in TL. Repeat.
Ask "Is it a cat or a mouse?" in TL. Provide reply, "It is a mouse" in TL. Repeat.
Ask "Is it a mouse or a dog?" in TL. Provide reply, "It is a mouse" in TL. Repeat. Ask "Is it a mouse?" in TL. Provide correct answer in TL, "Yes, it is a mouse"

4.) Provide image of a cow. Say "There is a cow" in TL. Repeat. Write "a cow" in TL on board. Ask, "Is it a cow?" in TL. Provide reply, "Yes, it is a cow" in TL. Repeat.
Ask "Is it a cat or a cow?" in TL. Provide reply, "It is a cow" in TL. Repeat.
Ask "Is it a cow or a dog?" in TL. Provide reply, "It is a cow" in TL. Repeat. Ask "Is it a mouse, a cow or a dog?" in TL. Provide reply, "It is a cow" in TL. Repeat.
Ask "Is it a cow?" in TL. Provide correct answer in TL, "Yes, it is a cow" (Activity 1)

Main Activities - Guided Practice 

Teacher holds up image of an animal. Asks "Is it a ____?" Provides sentence frame "Yes it is a _____" or "No, it is a ____" while gesturing for students to supply correct answer in TL. Repeat for each animal, asking both correct and incorrect animal names. (Activity 2)

Main Activities - Independent Practice 

1.) Teacher provides students with images of the animals. Students work in small groups to orally practice saying and writing the animal names. (Activity 3)

2.) Teacher distributes a sheet to each student to practice new vocabulary. The sheet features pictures each animal and a sentence with a blank space to fill in the name of the animal. The sentences will contain language above the students' current level. (Activity 4)

Closure 

Teacher displays images of animals. Teacher checks for verbal expression by asking students "What is this?". (Activity 5)

Links to Online Resources
---
File Attachments
PDF icon
PDF icon
PDF icon
Image Attachments
---