lesson plan template
Transcription
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!