SINGLE SUBJECT CREDENTIAL

PROGRAM
LESSON PLAN FORMAT
With Common Core, Co-Teaching, and Technology

Revised 7.1.13

UNIT TITLE

LESSON TITLE

Le Temps Libre (Free Time)

Leisure Activities

CANDIDATE NAME

DAY

PERIOD

ROOM

Eric Moreland

6/2/2015

409

SCHOOL

SUBJECT

GRADE

PYLUSD HS

French 1

9-10

EQUIPMENT

AND

RESOURCES

PowerPoint slides with leisure activities, index cards with vocabulary words, PowerPoint slides with pictures
CO-TEACHING STRATEGIES/SUMMARY **VIEW
THAT

THE ATTACHMENT FOR DEFINITIONS AND EXAMPLES (CHECK ALL

APPLY AND SUMMARIZE WHO WILL DO WHAT)

Microsoft Word 97 2003 Document

ONE TEACH, ONE

OBSERVE
ONE TEACH, ONE ASSIST

STATION TEACHING
PARALLEL TEACHING

SUPPLEMENTAL
TEACHING
DIFFERENTIATED
TEACHING

INSTRUCTIONAL FORMATS UTILIZED (CHECK ALL THAT APPLY; **SEE

HTTP://OLC.SPSD.SK.CA/DE/PD/INSTR/DIRECT.HTML)
DIRECT INSTRUCTION
INTERACTIVE INSTRUCTION

TEAM TEACHING
NOT APPLICABLE

EXAMPLES AND DEFINITIONS AT

INDEPENDENT STUDY/PRACTICE

EXPERIENTIAL LEARNING
ENGAGEMENT

AND

SIOP STRATEGIES UTILIZED

(SIOP MODEL STRATEGIES

INCORPORATED FROM THE SIOP INSTITUTE,

PEARSON ACHIEVEMENT SOLUTIONS, 2005)

MOTIVATION

SCAFFOLDING

ADAPTATION OF CONTENT
LINK TO STUDENT EXPERIENCES
LINK TO PRIOR LEARNING
IDENTIFY KEY VOCABULARY
COMMUNICATION PROCESSES
READING
WRITING
SPEAKING
LISTENING
VISUAL
DIGITAL
USE

OF

TECHNOLOGY

GROUPING

MODELING IN MULTIPLE WAYS

USE OF WAIT TIME
COMPREHENSIBLE INPUT
APPLICATION/REPRESENTATION

WHOLE CLASS
SMALL GROUPS
INDIVIDUAL
WRITTEN
ORAL

HANDS-ON
MEANINGFUL
LINKED TO OBJECTIVES
PROMOTES ENGAGEMENT
BY

TEACHER

USE

OF

WHOLE CLASS
SMALL GROUPS
PARTNERS
INDIVIDUAL
ASSESSMENT/FEEDBACK

TECHNOLOGY

BY

STUDENTS

PowerPoint

None

CA CONTENT STANDARD (CLICK STANDARDS AND SELECT YOUR CONTENT AREA)

Communication
1.1 Engage in oral, written, or signed (ASL) conversations.
1.2 Interpret written, spoken, or signed (ASL) language.
Culture
4.2 Explain similarities and differences in the target cultures and between students own cultures.
COMMON CORE STANDARD (FOR AN EXPLANATION OF THESE NEW STANDARDS CLICK ON ELA AND LITERACY IN H/SS
AND

S OR MATH)

N/A
BEHAVIORAL OBJECTIVE(S)

(WHAT WILL STUDENTS KNOW AND BE ABLE TO DO? CONNECT TO STANDARDS) REMEMBER

S.W.B.A.T.

Students will be able to demonstrate the ability to conjugate the verb faire in the present tense and
identify leisure activities in French with 90% accuracy.
LESSON INTRODUCTION/ANTICIPATORY SET/ACCESS OF PRIOR KNOWLEDGE (HOW WILL YOU ACCESS PRIOR
KNOWLEDGE AND ENGAGE STUDENTS?)

Vocabulary review of leisure activities from previous day. PowerPoint slides of diverse leisure activities
with pictures and French descriptions.
LESSON BODY (WHAT WILL TEACHER AND STUDENTS DO THROUGHOUT THE LESSON?)
TIME IN MINUTES
WHAT TEACHER(S) DO
WHAT STUDENTS ARE ACTIVELY DOING
Lecture on how to conjugate the verb Faire
in the present tense. Give examples of
10 minutes
Taking notes in notebooks.
sentences in English with their
corresponding French translations.
Use sports equipment: ice skate, soccer
ball, baseball, tennis ball, foot ball, hockey Creating sentences using the correct
10 minutes
stick, tennis racket, etc. to ask students
vocabulary to state the activity one does
what activity one does with the different
with that piece of equipment.
items.
When a sentence is read, the students
Pass out index cards with: leisure
with the corresponding cards hurry to the
activities, conjugations of the verb faire,
front of the class and use their cards in the
15 minutes
personal pronouns and prepositions -each
correct order to create the sentence in
student gets a card. Say sentences in
French. Students can help each other and
English that can be made with cards.
work as a group.

LESSON CLOSURE

(HOW WILL YOU HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? REMEMBER
LESSON CLOSURE IS NOT ASSIGNING HOMEWORKIT IS TYING UP YOUR LESSON.

Show PowerPoint slides with 5 pictures of activities and the sentence subject (je, tu, mes cousins, etc.)
Have students work in groups of 4 writing the 5 sentences in each of their notebooks.
STUDENTS PRESENT AND LESSON ADAPTATIONS (SPECIFICALLY EXPLAIN WHICH STRATEGIES FROM THE EL
READINGS, SIOP, SPECIAL ED INFORMATION YOU USED TO ADA[PT INSTRUCTION FOR THEIR SPECIFIC NEED(S).
ENGLISH LEARNERS
STRUGGLING READERS
STUDENTS WITH SPECIAL NEEDS
GATE STUDENTS
During the Lesson Body activity, aid any struggling learners by prompting them to come up to the front of
the class with the others to make the sentence. The other activities are in groups so stronger students can
support those ELL, struggling reader, and special needs students.
ASSESSMENT STRATEGIES
TYPE
DESCRIPTION
PURPOSE
USE TO INFORM RE-TEACHING

ENTRY-LEVEL

PowerPoint presentation as
reinforcement of the
previous day's lesson.

Ensure that the students

have multiple exposures to
this material.

The Lesson Closure will

have similar pictures, only
without the French
captions. If their
comprehension is limited
the text can be made
visible to enhance
learning.

As the teacher says the

phrases in English the
The students will support
If the group translates the
class as a group will
each other with translating
phrases slowly, to the
translate it, then identify
the sentences - a team
point that not all students
which students have the
building activity. They will
PROGRESS
get the chance to get to
necessary words. The
then identify who has the
MONITORING
the front of the class, then
kinesthetic activity of
correct word cards and
follow-up material may be
moving to the front of the
position the students into
needed to increase their
class will give them the
the correct order to "bulid"
mastery of the subjects.
opportunity to get up and
the French phrase.
move around the room.
The teacher will move
The students are working
around the room and verify
in groups of four, so they
that each group is
To assess the students'
can support each other. If
correctly answering the
ability to correctly
a group collectively has
EXIT OR SUMMATIVE
Lesson Closure questions.
conjugate the verb faire
difficulty with the sentence
Exit cards will be given to
while incorporating the
development then extra
ensure that all students
leisure time vocabulary.
time can be given during
can correctly conjugate the
the next class session.
verb faire.
FOLLOW UP ON ASSIGNMENTS/LINK TO NEXT LESSON
The lesson plan for the next day will reiterate the conjugation of the verb faire, and scaffold that with
question words. The Exit Cards from today will be used to determine how much more time needs to be
dedicated to ensure that all students have mastered this objective.
CONTINGENCY PLANS
HOW TO SHORTEN
The Lesson Closure PowerPoint can be put onto the teacher's website, and the
LESSON
assignment can be done as homework.
HOW TO LENGTHEN
LESSON

If the lesson is running quickly, the teacher can ask students more questions,
using the verb faire (to do), about their preferences of leisure activities.