LESSON PLAN TEMPLATE B

Katelynd Marchant

PS1 2014

Lesson Plan
Grades: 4 5

Subject: French

Lesson Duration: 60 mins

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
Specific Learning Outcomes:

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 use their knowledge of

strategies to enhance learning and to
communicate in French.

my immediate family members

demonstrate understanding of key words
express simple written messages by copying,
labelling, substituting words or using simple
concrete sentences based on available
models.
repeat a word, an expression, a pattern, a
presentation, etc., silently or aloud
combine new learning of vocabulary with
previously learned vocabulary

LEARNING OBJECTIVES
Students will:
Orally and through writing, name their family members
Visual depiction using drawings or pictures of correctly labeled family members.
Create sentences using their family terms.
ASSESSMENTS
Observations:
Key Questions:
Students are on task
What are the terms for different family
members?
Students are able to label their families
Who is that? (Ma Mere, Ma Pere, etc)
Students can recite the different family members
Written/Performance Assessments:
Family pictures are properly labeled
Sentences use proper family terms
LEARNING RESOURCES CONSULTED
Smart Exchange
Program of Studies
French Learning Resources
Google
MATERIALS AND EQUIPMENT

SMART Board

White Paper

Guided sentence labels

Colouring Utensils

Descriptive word list

Costumes (moustache, glasses, lollipop) and

family term labels.
PROCEDURE
Introduction (10 min.):
Hook/Attention Grabber: Have 4 students in costume enter the classroom. Exclaim that we have visitors.
Assessment of Prior Knowledge: Have students label the students at the front with the correct terms.
Expectations for Learning and Behaviour: Students respect who ever is talking, practicing active listening, raise their
hands to add to discussion or ask a question. Students are on task.
Advance Organizer/Agenda: Brainstorm descriptive words, work on labeling and sentances, fill in the blank vocab
list.
Transition to Body: Alright, lets come up with some words we can use in our sentances.
Body (45 min.):
Learning Activity #1: Descriptive word brainstorming. Create a word list and sentence structures for students to use
when writing their sentences about their family members.
Ask each student in the class for a word to add to the list.
Ask students what types of sentences they would write to create sentence prompts.
Have students identify resources in the room they can use.
Learning Activity #2: Students continue to work on their labeling in their family books
Walk around to see that everyone is using the correct term for each family member.

LESSON PLAN TEMPLATE B

Katelynd Marchant

PS1 2014

Answer questions that may arise and clarify with the whole class.
If assignment isnt finished in time, finish next class.
Collect the books to double check the drawings and adapt the next lesson to reflect student understanding.

Learning Activity #3: Students will write a sentence about each member of their family using the word list and
classroom resources.
Look for students who may be having issues with identification.
Address reoccurring issues with the whole class.
Make sure there is a sentence for each family member.
Encourage students to use resources around the room (words lists, dictionaries)
Point out word list on the side wall for students that are struggling.
Learning Activity #4: Students will fill in a table with the missing family terms.
Ensure students can identify the terms without help and review terms if needed
Extra Activities: Have the birthday flags for students to work on if they finish everything. If the whole class finishes
the family books, regroup and give students a chance to share their books and their favorite pictures. Encourage
students to use French terms when describing their families.
Closure (5 min.):
Consolidation/Assessment of Learning:
Feedback From Students: Have students write down 1 question they have about the lesson.
Feedback To Students: Thank the students for their good work and good behaviour in respecting their peers.
Transition To Next Lesson: Next lesson we will write up our vocabulary sheets for our books before moving onto
something new!
Reflection:
For the attention grabber/assessment of prior knowledge I had labels for each of my family members on the
desks of students who, through my formative assessment in past lessons, I had identified as needing to demonstrate
their understanding. These students were typically quieter during lessons and although they were completing their
family books as directed I was not confident that they understood the terms. When the students came into the class
after gym I set the expectations (Please leave anything on your desk there; you will find out what it is for in a moment)
and this avoided students rifling through their family books or asking what the labels were for. We were able to start
the class right away without needing to bring attention back to the front. The students loved the attention grabber and
were engaged the instant the students walked into the classroom. Instead of just having the students with the labels
just label the family, I had the students confer as a group to decide who each person was and then have the person with
the label come up. This kept the whole class engaged and didnt put the attention directly on the person with the label.
During the work period I again used background music to control the volume level. This works really well as
students have something to use when monitoring their own volume and I dont need to ask them to lower their voices
but only need to remind them that the music needs to be heard. As this was a more work focused lessons I wanted to
make sure that I was circulating through the class and ensuring everyone was on task. Circulating also allowed me to
assess students work, clear up any questions, and challenge some students to think of how to use the French words.
Moving through the classroom really helped manage behavior as I engaged students and asked questions while
reminding off task students that this was a time to work on their family books; that quietly talking to their neighbor
about their family books was alright but they needed to stay on task. I only had one minor issue with a student who
has shown a lack of motivation in other lessons. I used the escalation techniques we had learned in a workshop earlier
this semester (non-verbal warning, proximity, using their name, talking to them one on one, consequence and repairing
the relationship) and ended up needing to talk to this student individually. After conferring with my TA about possible
courses of action, the student and I discussed the opportunities given for him to complete his work and he was given
the choice to finish his work during the class time or to finish it during recess. Later, I sat down with him to repair the
relationship. I noticed that after this incident he has been on task more and responds better when asked to do
something. I believe that giving him a choice and then repairing the relationship helped him realize that I wasnt just
picking on him, that he could succeed if he focused his attention, and that I could help him only if he helped me (and
himself).
I designed this lesson after looking through the family books students were working on and noticing that many
students were in different places. This lesson was used as an opportunity for those that needed some more time to
catch up, as well as allowing those students who were ready to move on the chance to continue with the activity.
Students that finished their family books were given a word-search with the terms they learned and were then
encouraged to share their family books with one another. This kept everyone engaged and students really enjoyed all
the activities as evidenced by their low volume and focus on the tasks. I am feeling more confident in my ability to
design a lesson that caters to all students no matter what point in an activity they may be at. My goal is to continue to

LESSON PLAN TEMPLATE B

Katelynd Marchant

PS1 2014

develop this skill and to come up with some extra activities that test understanding (instead of only using wordsearches).