FSL lesson

LESSON PLAN (Nancy Shakur)
Subject: Identifying personal characteristics
Topic of Lesson: Le verb être (introduction)
Link to Curriculum
Grade: Core French 6/7
Total time: 50 mins.
Prior Knowledge
• Ask for and give simple information • Exchange information about themselves • Participate in classroom activities SWBAT:
• ask and answer questions about clothing in relation to the environment
• recognize the link between clothing and weather
• write one statement of either similarity or difference between clothing we wear when it is warm
and clothing we wear when it is cold.
students can identify weather and different weather conditions
Materials
Worksheet
Lesson Objectives
How will students demonstrate
learning?
(Specific to this lesson)
Time
(min)
5
5
10
10
8
What the teacher says/does
What the students do
Materials
Hook/Opening
Calendar warm-up (Comment ça va? Quelle est la date
aujourd’hui? Quelle heure est-il? Que fais-tu ce
weekend? Quel temps fait-il?)
Pre-activity
Display pieces of clothing, guide whole-group oral
discussion of how weather affects how we dress.
(Model replies)
• Quand est-ce que tu portes des shorts?
• Quand est-ce que tu portes des gants?
• Quand est-ce que tu portes un imperméable?
• Quand est-ce que tu portes un maillot de bain?
Hook/Opening
Answer questions
•
•
Pre-activity
- Scarf, gloves,
hat, sunglasses
Activity
1. Model oral language using clothing: Quand il fait
beau, je porte un t-shirt, des lunettes de soleil et un
chapeau. Quand il fait froid, je porte un manteau, des
gants et un foulard. Qu’est-ce que tu portes quand il fait
froid? Qu’est-ce que tu portes quand il fait chaud?
(teacher modelling, Teacher-student interaction, studentstudent interaction – various partners)
Activity
Participate in oral interaction with teacher,
with partners.
2. Display visual of clothing magazine. Carry out oral
questioning as in pre-activity.
• Qu’est-ce qu’il/elle porte?
• Selon vous, quel temps fait-il? Pourquoi?
Post-activity
Using Venn diagram templates, invite students to do a
comparison with clothes they wear when it is warm and
cold. After listing points for clothes they wear when it is
warm, clothes they wear when it is cold, and the
overlapping area for details in common, invite students
•
individuals come up to board,
tape pictures under either warm or
cold columns:
Quand il fait chaud/froid, je
porte…
Quand il pleut, je porte…
calendar
ball to pass
Chart on board:
- Il fait
chaud
- Il fait
froid
- Il pleut
- Cards of
different clothing
items
Students contribute ideas.
Magazines
Post-activity
Students complete Venn diagram and
write a sentence stating a similarity or
difference, then share their sentence with
a partner.
Venn diagram
template
to prepare one statement of similarity or difference.
Closure/Exit
Poll students to determine their preferences of clothing.
Students state preferences.
Qui préfère les vêtements qu’on porte en hiver?
Qui préfère les vêtements qu’on porte en été?
Assessment
Assessment of learning: anecdotal observation to assess participation, oral interaction strategies (speaking,
listening), and use of French.
Extensions/
Individuals may present their cold/warm weather clothing - similarities/differences phrases to the class.
4
Extra challenge
Adaptations
Word wall for clothing and weather vocabulary. One-on-one support for Venn diagram comparison.
Extra support
Plan B
Back-up Plan
Have each student draw a person dressed in a variety of clothing. Display all student illustrations in the
classroom. Have students view them, guess whose person each one is, and make oral and/or written
statements about whose person and what season that person likes.
C’est les vêtements de Nancy. Quand il pleut, elle porte les pantalons.
Reference
Clothing related to weather. (1999). Teaching materials from the Stewart Resources Center: Core French Model
Unit Grade 2. Retrieved from Ministère de l’Éducation de la Saskatchewan website,
http://www.bcatml.org/UNITPLANS/clothing-weather.pdf