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
PROCEDURE
Introduction (10 min.):
Hook/Attention Grabber: Who remembers what we learned last week?
Assessment of Prior Knowledge: Label clipart family with French words for family member title (ex. mom, dad). If
students need review, re-watch video from last class.
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: Go over family words, work on family books/labeling, sentences.
Transition to Body: Alright, now it is time to label your families!
Body (45 min.):
Learning Activity #1: Family books and labeling. Students will use the guided sentence sheet to label photos (or
drawings) of their families.
Look for students who may be having issues with identification.
Address reoccurring issues with the whole class.
Point out word list on the side wall for students that are struggling.
Learning Activity #2: Students will construct sentences about each of their family members. If students dont know a
word they are to research it and then we will add it to the front board.
Add new words students have looked up to a master word document on the SMARTBoard.
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.

Closure (5 min.):
Consolidation/Assessment of Learning: Take in workbooks to consider and reflect on this assessment for next lesson.
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 this lesson I really liked my pre-assessment strategy. Having students label a family clipart
picture without being given the terms assessed whether they understood the terms they had learned
the previous lesson. By making it fun (labeling a family and not just asking the terms) students
were excited to be part of the activity and almost everyone wanted to contribute so I was given a
broad view of understanding. Having the students then apply this knowledge to their own family
pictures through a labeling activity in their family books further tested their individual knowledge
as well as provided a chance for students to share their families. Students were excited to share
their pictures and explain with each other why each image was their favorite. I used music during
this activity to help monitor the volume but felt that I was a bit oversensitive to the noise level.
Students were excited and I tried to allow a reasonable volume to reflect this excitement but had to
remind students quite a few times to lower their voices. When I asked, my TA said the volume
level was a good reflection of excitement and I did a good job of monitoring the volume level.
This was reassuring as I wasnt sure how loud was too loud.
To reflect the noise level I used the thumbs up/down questioning at the end of class but
asked the students to see how quiet they could be. For each student that talked without raising
their hand we answered another question and this worked really well to conclude the lesson and
reset. I praised the students afterwards to let them know that it wasnt a punishment and to make it
more like the quiet game we played as kids. This allowed the students to move to the next lesson
without feeling down or discouraged.
During the lesson I continually reinforced class rules by asking students to repeat a
question after raising their hand and praising desired behavior. I have noticed that students need
less prompting to meet these expectations as I continually reinforce them. I focus on being
positive and even when correcting behavior I do it in a way that doesnt leave students feeling
punished. I try to keep a positive learning environment and encourage questions but to keep up
with class expectations.
For future lessons I would like to work on my observation of the class and to ensure that
even when I am working with 1 student, that I am keeping the majority of the class in view. This
goal will go well with my goal to open my awareness. I will work on viewing the class from the
outside, standing behind students in the back when I am answering their questions, and being
aware of my positioning. If I am able to observe the class at all times it will be easier to monitor
what is happening. This will allow me to nip issues in the bud as well as to more effectively assess
through observation.