Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Subject: French Strand: Core French Location: Classroom setting Time: (length in minutes): 75 minutes
Lesson
Plan
Description
–
(one/two
paragraphs
with
general
details
about
what
you
will
do
and
how
you
will
do
it)
Today
we
will
be
learning
key
phrases
to
use
when
giving
somebody
directions.
We
will
be
starting
off
by
introducing
these
key
phrases
by
using
pictures
and
signs
as
well
as
using
a
“me,
we,
you”
approach.
I
will
start
by
saying
all
the
new
phrases,
we
will
then
say
all
the
new
phrases
together,
and
then
the
students
will
use
the
phrases.
To
build
off
of
the
phrases
and
make
sure
students
understand
a
(catchy)
song
will
be
introduced
where
we
will
be
singing
and
doing
the
movements.
This
will
get
the
students
up
and
moving
and
actually
doing
all
the
actions
that
they
need
to
learn.
To
put
our
learning
into
action
we
will
be
going
outside
and
running
a
leading
activity.
In
partners
students
will
lead
each
other
to
target
areas
using
the
key
phrases
we
learned
in
class.
Students
will
have
to
speak
clearly
and
use
correct
terms
so
their
partner
will
make
it
to
the
target.
Their
partner
also
has
to
listen
carefully
and
making
sure
they
understand
the
directions
that
are
being
given
to
them.
CURRICULUM
CONNECTIONS
Ontario
Curricular
Overall
Expectations
(numbers
from
documents
and
details)
B1.
Speaking
to
Communicate.
Communicate
their
information
and
ideas
orally
in
French
while
using
a
variety
of
different
speaking
strategies
as
well
as
age
and
grade
appropriate
language
for
the
purpose
and
audience.
A1.
Listening
to
Understand.
Determining
meaning
in
a
variety
of
oral
French
texts,
using
a
range
of
listening
strategies.
Ontario
Curricular
Specific
Expectations
(numbers
from
documents
and
details)
selected
&
listed
from
the
Ont.
Curriculum,
refined
when
necessary,
has
verbs
that
are
observable
&
measureable,
has
realistic
number
of
expectations
(1
to
3)
have
expectations
that
match
assessment.
Should
coincide
with
Overall
Expectations.
B1.2
–
Producing
Oral
Communications.
Producing
rehearsed
and
more
spontaneous
messages
in
French
to
communicate
ideas
and
information
about
subjects
of
personal
interest,
with
contextual,
auditory,
and
visual
support
B1.3
–
Speaking
with
Fluency.
Speaking
with
a
smooth
pace,
appropriate
intonation,
and
accurate
pronunciation
in
rehearsed
communications
about
a
range
of
familiar
topics
A1.2
–
Demonstrating
Understanding.
Demonstrating
an
understanding
of
the
purpose
and
meaning
of
oral
French
texts
containing
increasingly
complex
messages
about
everyday
matters
and
matters
of
personal
interest,
with
contextual
and
visual
support
Learning
Goals
Discuss
with
students:
What
will
I
be
learning
today?
(clearly
identify
what
students
are
expected
to
know
and
be
able
to
do,
in
language
that
students
can
readily
understand)
Today
I
will
learn…
• New
words
to
direct
a
person
• How
to
give
someone
in
our
class
directions
to
get
from
point
A
to
point
B
• How
to
listen
to
directions
so
I
can
get
from
point
A
to
point
B
ASSESSMENT
and
EVALUATION
Success
Criteria
Discuss
with
students:
How
will
I
know
I
have
learned
what
I
need
to
learn?
(clearly
identify
the
criteria
to
assess
student’s
learning,
as
well
as
what
evidence
of
learning
students
will
provide
to
demonstrate
their
knowledge,
skills
and
thinking,
in
language
that
students
can
readily
understand)
Drafted
by
Lakehead
University
Orillia
Faculty
of
Education
Team-‐August
2013
I
can:
Properly
use
new
phrases
such
as
“tournez
à
gauche,
tournez
à
droite,
tout
droit
etc.”
I
can:
Direct
someone
around
the
classroom
I
can:
Listen
and
follow
directions
from
another
person
Assessment
–
how
will
I
know
students
have
learned
what
I
intended?
Achievement
Chart
Categories
(highlight/circle
the
ones
that
apply):
Knowledge
and
Understanding;
Thinking;
Communication;
Application
Drafted
by
Lakehead
University
Orillia
Faculty
of
Education
Team-‐August
2013
Lesson
–
Delivery
Format
Write
the
lesson
description
with
enough
detail
that
another
teacher
could
replicate
the
lesson
without
a
personal
discussion.
What
Teachers
Do:
What
Students
do:
Minds
on:
Motivational
Hook/engagement
/introduction
(5-‐15
min)
Establish
a
positive
learning
environment,
connect
to
prior
learning,
set
the
context
for
learning,
pre-‐determine
key
questions
to
guide
lesson
Time:
9:00am
-‐
9:15am
(Indicate
time
breakdown
of
instructional
elements)
• Once
class
starts
reminding
students
that
when
in
the
• Students
are
expected
to
speak
to
the
best
of
their
classroom
they
are
expected
to
speak
French
ability
in
French
while
they
are
in
class
• While
teacher
sets
up
for
the
lesson,
teacher
will
• Students
will
discuss
the
first
questions
with
their
instruct
the
students
to
reflect
and
discuss
the
small
groups.
They
are
to
think
of
past
presentations
question:
“Comment
est-‐ce
que
le
fait
de
partager
tes
and
how
it
helped
to
practice
with
a
partner
idées
avec
un
partenaire
avant
de
les
partager
avec
le
groupe
t’aide
à
améliorer
ta
precision
et
ta
fluidité
verbale?”
• Once
the
teacher
is
settled
in
he/she
will
ask
students
• Students
will
think
about
their
favorite
spot
around
to
think
about
their
favorite
spot
around
town
town
• Teacher
will
walk
around
the
class
and
listen
to
the
• They
will
pair
up
with
their
partner
and
talk
about
this
quality
of
French
as
well
as
the
different
spots
chosen
spot
• Then
share
in
their
small
groups
as
well
to
practice
speaking
• Teacher
will
then
ask
the
students
how
easy
they
• Students
will
briefly
reflect
on
the
question
and
can
think
it
is
to
direct
someone
to
their
“favorite
spot”
share
with
their
partner
• Teacher
will
again
walk
around
the
classroom
observing
conversion
Action:
During
/working
on
it
(time
given
for
each
component,
suggested
15-‐40
min)
Introduce
new
learning
or
extend/reinforce
prior
learning,
provide
opportunities
for
practice
&
application
of
learning
Time:
9:15am
-‐
9:55am
(Indicate
time
breakdown
of
instructional
elements)
• Introducing
Key
Phrases/Terms
(10
mins)
• Teacher
will
introduce
the
new
key
terms
for
the
• Students
will
follow
instructions
and
start
raising
the
lesson
starting
by
asking
students
to
raise
their
left
correct
hand
that
the
teacher
is
saying
hand
followed
by
their
right
hand
• One
by
one
teacher
will
take
the
pictures/signs
from
appendix
A
and
put
them
up
on
the
board
starting
with
“Tournez
à
gauche”,
followed
by
“Tournez
à
droite”
and
finally
“Tout
droit”
• The
teacher
will
say
one
phrase
at
a
time
and
get
• Students
will
repeat
the
phrases
after
the
teacher
has
students
to
repeat
said
them
• The
teacher
can
use
hand
gestures
to
demonstrate
the
directions
he/she
is
saying
• Teacher
will
use
thumb
up,
in
the
middle
or
down
to
• When
asked
students
will
show
the
teacher
with
your
assess
the
students
comprehension
thumb
if
they
understand
and
are
ready
to
move
on
• Based
on
the
feedback
teacher
will
then
move
on
to
(thumb
up),
if
they
sort
of
understand
but
want
to
go
the
next
activity,
go
over
phrases
that
students
are
over
it
one
more
time
(thumb
in
the
middle),
or
struggling
with
or
go
back
to
using
simple
words
of
absolutely
have
no
idea
what
just
happened
(thumb
description
down).
• The
Classroom/Directions
Song
(10
mins)
• Students
will
listen
to
instructions
and
stand
up
and
• Introduce
two
new
easy
terms:
“asseyez-‐vous”
and
do
the
movements
with
the
teacher
“levez-‐vous”
• Once
the
song
starts
students
will
continue
the
• Teacher
will
open
up
link
to
the
YouTube
video
and
movements
at
a
fast
pace
will
singing
along
explain
to
students
that
we
will
be
singing
and
Drafted
by
Lakehead
University
Orillia
Faculty
of
Education
Team-‐August
2013
moving
along
to
the
song.
First
we
are
going
to
start
by
standing
up
and
having
the
chairs
directly
behind
us
we
will
then
go
slowly
with
directions:
•
Turnez
à
la
gauche
(physically
turn
to
the
left
side
of
the
chair),
turnez
à
la
droite
(physically
turn
to
the
right
side
of
the
chair),
asseyez
vous
(sit
down
in
the
chair),
levez-‐vous
(stand
back
up),
fait
un
tourn
complete
(do
a
spin)
• Once
students
have
gotten
the
hang
of
the
movements
you
can
start
the
song
(it
is
at
a
fast
pace)
• Giving
directions
(Outdoors)
(20
mins)
• Teacher
will
instruct
students
to
get
into
their
• Students
will
be
in
their
desk
partners
partners,
grab
a
blind
fold
and
line
up
on
a
cone
• They
will
use
the
phrases:
tournez
à
la
gauche,
• The
teacher
will
lay
out
a
hula-‐hoop
5
meters
from
tournez
à
la
droite,
and
tout
droit
to
get
their
partner
each
cone
(see
appendix
C)
to
the
other
side
of
the
field
• Teacher
will
instruct
students
that
one
partner
will
be
• The
partner
who
is
blindfolded
will
have
to
listen
blindfolded
and
will
not
be
able
to
see.
In
French
the
closely
and
understand
the
directions
their
partner
is
partner
who
can
see
has
to
direct
the
blindfolded
giving
them
partner
(using
the
new
phrases)
across
to
the
hula-‐ • Partners
will
switch
rolls
to
get
practice
at
giving
hoop.
directions
and
receiving
directions
• Once
everyone
has
reached
the
hula-‐hoop
the
teacher
will
instruct
the
partners
to
switch
rolls
and
head
back
to
their
cone
• Teacher
will
observe
students
throughout
activity
for
proper
word
use
Consolidation
&
Connection
(Reflect
and
Connect)
(5-‐15
min.)
Help
students
demonstrate
what
they
have
learned,
provide
opportunities
for
consolidation
and
reflection
Time:
9:55am
-‐
10:10am
(Indicate
time
breakdown
of
instructional
elements)
• Using
thumbs
the
teacher
will
ask
students
how
they
• Students
will
show
thumbs
up,
middle,
or
down
to
feel
about
directing
a
classmate
around
the
show
their
understanding
classroom.
• If
one
student
wants
to
show
off
their
directing
skills
• Would
a
student
be
able
to
direct
teacher
around
they
will
direct
the
teacher
around
the
classroom
classroom?
• Students
will
reflect
on
the
question
and
chat
with
• Going
back
to
a
question
from
the
beginning
of
the
their
group
about
what
they
think.
If
they
are
ready
class.
However
with
the
knowledge
of
the
lesson
they
they
can
discuss
how
they
would
get
there
from
should
be
able
to
answer
it
differently:
Thinking
back
school
using
street
names
to
your
favorite
spot
in
town
now
after
our
new
learning
would
it
be
easier
to
direct
someone
to
that
spot?
If
yes
please
explain
why?
And
if
now
explain
why?
If
comfortable
students
can
try
to
direct
someone
there
with
street
names.
• Teacher
will
walk
around
the
class
observing
conversation
Extension
Activities/Next
Steps
(where
will
this
lesson
lead
to
next)
• Next
class
we
will
be
looking
at
the
map
of
Thunder
Bay
and
directing
each
other
around
the
town
to
different
places
(e.g.,
the
mall,
different
schools,
the
movie
theater
etc.)
Personal
Reflection
(what
went
well,
what
would
I
change,
what
will
I
have
to
consider
in
my
next
lesson
for
this
subject/topic)
The
Lesson:
The
Teacher:
Drafted
by
Lakehead
University
Orillia
Faculty
of
Education
Team-‐August
2013
Appendix
A
Tournez
à
Gauche
Tournez
à
Droite
Tout Droit
Drafted
by
Lakehead
University
Orillia
Faculty
of
Education
Team-‐August
2013
Appendix
B
(for
n ew
words)
Word
wall
Teacher
desk
Student
Desks
Room
for
larger
group
activities
Door
Drafted
by
Lakehead
University
Orillia
Faculty
of
Education
Team-‐August
2013
Appendix
C
Drafted by Lakehead University Orillia Faculty of Education Team-‐August 2013