Sorsbye,+French-Daily+Routine,+Round+1

= = Please identify opportunities for differentiation. ||
 * **Title**: ||< Ma Routine Quotidienne ||
 * **Subject**: ||< French ||
 * **Grade**: ||< French 2 - multi levels ||
 * **Time Frame**: ||< Two weeks between 1st discussion in class and presentation day ||
 * **Summary:** ||< Students will demonstrate both oral and written mastery of reflexive verbs in the present indicative and vocabulary associated with daily routines by either doing a live presentation in class or submitting a presentation electronically. ||
 * **Tasks**: ||< 1) Describe the main steps of the activity/lesson/project here
 * October 16 - 1st in class discussion of culminating activity for Daily Routine vocabulary and reflexive verbs - brainstorm ideas, options; brainstorm what they think shows that they have mastered these topics; brainstorm ways to approach (alone, partner, group, live presentation, electronic project, etc.) - pluses & minuses of each; some input from MOI about due dates, etc.
 * Ongoing work on students' own time plus in class work time on Monday, Oct. 22 and Friday, Oct. 26
 * Students encouraged to come in before / after school for extra help, guidance ||
 * Objectives: ||< * What TEKS or other objectives does this activity/lesson project meet? ||
 * Assessment: ||< How will you assess the students learning?
 * Resources: ||< * What resources will be needed? ||
 * **Teacher**
 * Reflections:** || Obviously we haven't gotten started on this project yet. I have done a similar project in years past, but always very specifically delineated. I think they will enjoy the freedom to choose. They will get some brainstorming practice on an earlier reading assignment (post to Audioboo) - what they read has already been narrowed down to four choices, but they will be brainstorming what they think I'll be listening for - what constitutes a well-pronounced reading passage. This will give them some preliminary experience in that aspect of the Ma Routine Quotdienne Project. ||
 * **Examples**: ||< * Links to teacher or student work examples. ||

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