The Four Seasons
(Revised from http://differentiationcentral.com/teachertools.html)


Curriculum Area: French
Grade Level: Grade 4
GLO/SLO
Communication: Students will use their knowledge of French to understand and/or to express a message effectively in various situations for a variety of purposes.
  • Students will demonstrate understanding of key words and ideas contained in simple, concrete oral texts by responding with physical actions; by answering in English; by using graphic representations, yes/no statements, simple identification at the word level or global expressions

Language: Students will use, with accuracy, knowledge of linguistic elements of the
French language to fulfill their communicative intents.
  • Students will demonstrate an understanding of vocabulary associated with the seasons.
Student Groupings
  1. Students who have very little to no French speaking abilities
  2. Students who have a comfortable but limited French vocabulary
  3. Students who speak fluently in the French language
Materials
  1. Season posters
  2. 3 separate worksheets
  3. Book: “les petits secrets des saisons” by Marie-Anne Didierjean


How will you differentiate? Content
How will you differentiate? Readiness

As a result of this lesson, students will
Know: (Important vocabulary, definitions, rules dates, names, places, information, etc)
  • Students will know important vocabulary about the four seasons.
Understand: (Key or big ideas, essential understandings, important generalizations, etc)
  • Students will have an essential understanding of how to describe the four seasons in French.
Do (skills): (What experts in the discipline know what do; basic skills, communications skills, basic skills, etc)
  • Students will have the basic skills to communicate ideas about the four seasons.

Introduction: (5 minutes)
Introduce and explain the four different words the students will be studying
  • l’été (summer)
  • l’automne (autumn)
  • l’hiver (winter)
  • le printemps (spring)
Break students into their respective groups
Body (20 minutes)
Students have 20 minutes to complete there assignment:
  1. Students will learn to properly pronounce and identify the four seasons using the four posters supplied. When finished practice with a partner who can give critical feedback on pronunciation. Then under each picture write what season the picture is describing.
  2. Matching worksheet: Match sentence with the proper season that it pertains too.
  3. Describe in your own words what kinds of leisure activities you would engage in during each season.
Closure (3 minutes)
Read “les petits secrets des saisons” by Marie-Anne Didierjean
Assessment: I will use a checklist to assess the students’ knowledge on the subject.

Checklist 1: for students in group 1- Student can properly pronounce, identify, and write the four different season. (yes or no)

Checklist 2: for students in group 2- Students can properly match the proper sentence with the season it describes (yes/no)

Checklist 3: for students in group 3- Students use the correct grammar and sentence structure to describe activities they would engage in during each season (yes/no)


Rationale for use of differentiation strategy: I think that tiered assignments are especially useful in second language classes because students will learn at a different level. With the use of tiered assignments students are not limited to the amount of knowledge they can gain throughout the class because they can work at their own pace.

Students may also come into French class with different amounts of knowledge. There is no use in teaching a student how to pronounce the four different seasons when they can already put them into a sentence. With the use of tiered assignments students can do work that pertains to their knowledge. Students won’t feel frustrated or annoyed because they are behind and don’t understand the work or because they know everything and are bored. This strategy could take care of some classroom management problems due to students that are bored or frustrated and give up.
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