lesson plan template

LESSON PLAN
TEMPLATE
r1. Lesson Plan Information
Subject/Course: French
Grade Level: 5
Topic: La Pizza - vocabulaire
Name: Mlle. Biddle
Date: le 19 novembre, 2012 Time: 1:30 – 2:20
Length of Period: 50 minutes
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
- Contribute to classroom routines, activities, and group discussions (e.g., by asking and
answering questions, expressing personal opinions, providing relevant information)
- Read aloud, with expression, observing the rules of pronunciation and intonation
- Use simple and some compound sentences to communicate information and express ideas
and opinions on familiar topics
Learning Skills (Where applicable):
-
Responsibility: takes responsibility for and manages own behaviour. For example:
student is responsible for knowing the vocabulary
-
Initiative: the student actively participates in the lesson (repeats vocabulary, responds to
questions)
3. Content
What do I want the learners to know and/or be able to do?
-
Respond to questions based on thee unit (La Pizza)
Respond to the flashcards/slideshow and participate
Understand how to use the word “beaucoup”
Today learners will:
-
Answer questions as a group (Aimes- tu la pizza?)
Write a short quiz on the vocab
Learn about the word “beaucoup”
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
-
The students will be given a short 17-question quiz. This quiz will have a picture of a pizza topping with a
blank space, here there will be a blank so students can fill in the answer
There is also a word box for students to copy the vocab
This evaluation is meant to test the recognition/meaning of pizza toppings, it is not a spelling test
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
-In order for students to successfully participate, students should be very familiar
with the La Pizza Vocabulary
-Students also know how to respond to questions (Quel temps fait-il aujourd’hui? Qu’est que tu as fait pendant le
weekend?)
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
-This lesson is structured for all types of learners. All of the learners in the class are capable of speaking/repeating
as well as writing the responses to the test. The one student has an Educational Assistant who helps her write out
the answers to the test.
B. Learning Environment
-in the classroom, seated in pairs
C. Resources/Materials
- smart board, test
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge,
activities, procedures, compelling problem)
PARTIE 1)
Je vais commencer avec une petite chanson:
REPETEZ APRES MOI !
1,2,3…
Comment ça va?
Comme – ci – comme ça merci et vous?
Quel temps fait-il?
Il fait frais et du soleil…
3,2,1…
C’est temps de commencer !
-Prière – Je vous salue Marie…
-Ask students the following questions…
-Aimes – tu la pizza ?
-Aimes- tu les crevettes ?
-Aimes – tu les tomates ?
-Aimes – tu les ananas ?
-Aimes – tu la pizza mexicaine ?
-Aimes – tu la pizza simple ?
PARTIE 2)
Qui veux être le professeure aujourd’hui ?
-The student chosen will lead the class in the slideshow by asking: Qu’est – ce que c’est? The student will then
chose a student to answer.
-After a couple of slides, another student will have an opportunity to go
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
Everyone take out a blank sheet of paper
Write these sentences:
J’aime beaucoup de fromage sur ma pizza
J’aime un peu d’oignons sur ma pizza
Qu’est ce que ça veut dire? What does it mean?
BEAUCOUP = a lot
UN PEU = a litte bit
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
-At this time, I will hand out the quiz to the students. This should take no longer than 15 minutes
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)
-After everyone is done the quiz, they will have an opportunity to answer the BONUS question
-“How do you say a lot in French?”
-“Write a sentence using this word”
CONCLUSION: How will I conclude the lesson?
-At this time, Mme. Vigh takes over the lesson with the introduction of “ne and pas”. I will mark the quizzes.
7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?
-
this lesson was so much fun !
the quick song at the beginning was a great idea, that students were quickly engaged and ready to learn
they all participated in the vocab
one thing I need to learn to do is: in questioning and discussing, how to keep students stimulated.
I also need to move faster to maintain their attention
The note writing went over very well, I went slow enough and when speaking commenced I continued on
with the lesson
All of the students received perfect on the test as well!