Unit Plan Lesson Plan 5- Oral Lesson Plan

Agenda:
- Oral practice using restaurant expressions
- Reciprocal teaching in groups to discover meaning of phrases
- Role Playing at a restaurant
- Homework and recap

Objectives:
- Students will be able to pronounce the commonly used expressions used at a
restaurant
- Students will use French questions and answers given by waiter and
customer at a restaurant
- Students will be able to distinguish at least 2 differences between caf and
restaurant vocabulary and expressions
- The class will work together in groups to brainstorm ideas for meaning of
expressions and come up with reasoning for why they chose a specific
translation

Standards:

1.1- Throughout the lesson, students will use dialogue to converse with other
classmates and express desire to order something or ask questions.
1.2- Students, through the role-playing activity, will understand and interpret
questions and respond orally with the appropriate French responses
1.3- The role-playing activity will provide an audience for whom certain students
will present oral material from a fictional restaurant simulation
4.1- The nature of the questions used in a French restaurant and the politesse and
manners expressed are much different than what we see in the US (no tip)
5.1- The google voice homework will allow the students the chance to use the
target language outside of the classroom and school setting.


Gaps: I want to speak as much as possible, given that this is an oral lesson, but I feel
that some of the activities are essential to build up their knowledge so that they can
better complete the main role-playing activity where most of the speaking is done.
The pacing of this activity is difficult to predict because there is much uncertainty
for how much the students will comprehend and how much difficult they will have.
Hopefully I have scaffolded the lesson in such a way to prepare for that well enough.
I also wanted to have an activity that compared the differences and similarities
between caf and restaurant, but maybe this would be better to do on the following
day once the students have had a full lesson on both locations.

Prep work:
- Have the desks arranged in groups of 4 facing the east and west walls of the
class (so that no student has his/her back to the board/me)
- Have the projector ready to use to put up the website and the menu from the
internet
- Have cue cards for the conversation broken up to distribute to each group,
depending on the number of students in each class
Materials Needed:
- role play cards for server and waiter
- printed menu from the web- a few copies for the role play at the table
- internet/computer
- projector

Time Action Purpose
5 minutes

































Bell Ringer (Homework Check)
Teacher Says: Bonjour Classe!
Today, we are going to do a
speaking activity where we play
roles of certain people in a
restaurant. Since we did a lot of
writing and lecturing yesterday, I
am sure youre sick of my voice by
now, I am going to have you all do
some speaking today. First, Id like
to go over our exit tickets briefly
from yesterday.
So, Im going to put all your tickets
into this hat and draw one out. If
your name is called, please come
up to the board, grab a marker, and
get ready to write.
PULL NAMES FROM HAT
Assign 6 phrases to 6 students who
have their name called. Im going,
youre going, hes going, etcFor
all forms of Aller.

Once class has written it out, have
the class pronounce each phrase
and correct them if necessary.
Focus on the pronunciation of nous
and vous.

Pre-activity: Directions and warm
up before the restaurant role-play.

Teacher says: Aujourdhui, on va
jouer des roles qui se trouvent
Review of exit tickets. To start the day, we will
jump into review to see if there were any
questions and to assess their level of
comprehension from the material learned in the
past couple days.



















Although much of the days lesson will be
oral, Id like them to keep out a pen and
paper to write down a few words and do a
few exercises where they are writing and
speaking simultaneously. As Hadley
suggests, it improves learning and the
chance for remembering the material in this
fashion.

- The objective for this portion of the




10
minutes
dans un restaurant. Alors, il y aura
des serveurs/serveuses et aussi,
des clients. Moi, je serai le patron
qui va vous aider. Daccord? Ben,
dites-moi ce quon va faire en
classe aujourdhui. (yes) merci,
ben. (no) est-ce quil y a quelquun
qui sait ce quon va faire? (no) We
are going to do a role play in a
French restaurant. Some of you
will be servers and some will be
customers. Hopefully, well have
enough time for everyone to play
both roles, mais on verra.

Donc, on va regarder sur ce site
(lexiquefle.free.fr) pour pratiquer
quelques expressions au resto.
Prenez vos papiers et vos crayons
ou stylos pour prendre des notes.
PARCE-ce que (emphasize this)
vous allez utilizer ces mots et ces
notes pour les roles plus tard dans
la classe. (Franglais talk now) If
you do not pay attention or take
good notes, you may look
somewhat foolish in front of your
classmates because you do not
know what to say, so keep that in
mind, ok? Bon.

Teacher does: * DO NOT translate
any of the expressions or phrases
for this activity. I want them to
work in groups to guess the
meaning of the phrases after we
say them out loud and go through
them as a class. Pull up the site
with the restaurant vocab and
expressions. Go through several
activities that give the students
chance to pronounce the words out
loud and call on several volunteers
randomly to assess comprehension
and pronunciation. Continue to
lesson is to get students to start hearing,
speaking, and thinking in French. Id like
to speak as much French as possible
today, but must be sensitive to the fact
that they are only in level 1 and may not
understand everything, despite multiple
efforts to simplify the
directions/questions.









- I want to use this activity to have the
students see the phrases and cater to
those visual learners. However, we will
not spend a lot of time on this. It simply
to give a brief visual to draw back upon if
need be.








- I want to practice reciprocal teaching for the
group activity that follows this brief website
tour. The students have used this site multiple
times before so I worry about the students
checking out or not paying attention. Yet
another reason not to linger on this site for too
long. If that were the case, wouldnt it be better
to use a different means of showing them
visually? Perhaps a worksheet? The only reason
I hesitate to give them something permanent is
because I dont want them to look at something
constantly and recite it off of a page. I want
them to use their oral and auditory skills
primarily today.
browse this site to find different
examples of common expressions
that the students will use in the
role-play. Allow students to write
down a few of the expressions, but
keep the time on the site to no
more than 10 minutes.

Transition: Ok class, now what
were going to do is get together in
groups and try to guess what some
of these expressions and words
mean. So take 5 minutes and talk
amongst the people in your section
and try to come up with the
meaning of some of the
words/expressions you wrote
down or heard.




-Thinking behind the action: I presume that
they will want enough time to copy down the
phrases from the website into their notes.
Should I allow for this time? Since the following
activity will involve guessing what the phrases
mean I suppose I should give some time to the
students to copy down the expressions.
However, dont go through all of them since it
will take up too much time.

- I like this idea of reciprocal teaching.
Putting more ownership and
responsibility on the students is always
something that, if done effectively, can
increase student learning drastically and
last longer in their memory bank. If they
have created the knowledge for
themselves, they are much more likely to
hang on to that material and be more
engaged for future discussions around
that topic.
Standard 1.3
10
minutes
Group Reciprocal teaching activity
After 5 minutes-
Teacher says: Ok class, what did
we come up with? Ask volunteers
to describe what they think of a
certain phrase or word. See if the
class agrees. Remember, how do
we say I agree in French? Je suis
daccord, bon.

Continue to circulate around to
each group until 4-5 examples have
been given or 5 minutes have
eclipsed.

Teacher does: Pass out the role-
play cards to each of the groups.
Separate the cards so that each
group has a set of cards from each
role: server and customer. Make
sure that each group has an equal
participation from each member of
the group.
- How useful did you find this activity? If
students are off task, consider pulling the
plug on it and going right into the
directions of the role-play activity. Or
address the lack of attention to the
objective of the group work?
- Perhaps not enough time to delve into
metacognitive questions like what made
you think it was x or why did you think it
was y? Spend more time on this activity
or revisit this for another time when
more time can be spent. My worry there
is that the students may associate any
further activity like this with a short and
brief activity that was not given much
attention or care. Purpose??







Teacher says: Dans quelques
instants, on va faire lactivit orale.
On va simuler une situation dans
un restaurant. Vous avez deja
appris quelques expressions quon
utilize au caf et au resto, mais
maintenant, on va utilizer ces
nouvelles expressions. Vous
pouvez voir sur vos cartes ces
expressions. Cette table-ci jouera le
role de ta table au restaurant. Les
clients prennent place a table et
puis le serveur vient et puis vous
parlez en utilisant vos cartes. Vous
comprennez? So, Lucy, where are
the customers going to sit? Oui, a la
table. And the server, Andrew,
where is he/she going to be? Oui,
il/elle va venir a la table pour
discuter en francais. Apres la
conversation, on va changer le role
et permettre des autres perssones
loccasion de jouer. Vous aurez vos
cartes pour la premiere tour et
puis je vais tirer les cartes et vouz
allez le faire sans les cartes. So,
Radu, will you have the cards to
look at the whole time? (Make
sure the students know that they
will be using the cards for the first
time through and then the second
time will be without the cards)


- Watch the time spent explaining
instructions/directions. Allow the
students the chance to come up with the
format of the activity on their own. Also,
it is ok for them to be making mistakes.
Watch the corrections you make and
allow them the opportunity to play with
the activity before correcting every
mistake.











- While the students are playing the roles at the
fictional resto, what are the other students
doing? Have something for them to do while
their classmates are speaking? Or just ask them
to listen and be respectful? Have each situation
last only a few minutes so everyone will have
the chance to act out at least once.
25
minutes
Role Play! Activity Speaking-
Teacher Does: Give the students
the printed handout of the menu
from the internet to give them
ideas for meals that they will be
ordering. Servers will have
reciprocal questions to respond to
certain demands, je voudrais un
steak puis le serveur repond avec,
vous voulez votre steak comment,
monsieur?


Standard 1.2

- Thinking behind the action: I will give the
students the menu to look at while theyre at the
table. This will give them ideas of what to say
and what to order to help the conversation
move. The server will have a more difficult role
to respond to these questions, but they will have
cards to help them through this as well.
However, all the same, they will be asked to
make certain inferences and make connections
Teacher says: Ok class, right now
were going to play the roles and
see how it goes. Its ok to make
mistakes. The goal of this activity is
to speak in French as much as
possible. This group right here will
be number 1, this will be group 2,
you guys will be group 3, etc
When I say your group number, I
want each person to choose which
role they will play and come up to
the appropriate place. You will use
your cards and the menu to guide
the sequence of your conversation.
There will be various ways to go
through the discussion, based on
what you choose to say. When the
2 students are done with the
conversation, the other 2 members
will take their place. Once the
entire group is done, I will ask
another group to come up and
speak. Ok? So, remember our class
code and how it requires that we
be respectful to our classmates.
That means no laughing or talking
when your group is not up here
talking. Everyone is going to be
making mistakes, but if I see
anyone violating this code, I will
seek appropriate action and a VOE
might be in your future. (Violation
of Expectations)
So group 1- sil vous plait,
choisissez parmi vous qui va jouer
premier.

Continue to call on groups to come
up and do the conversation.
Recalibrate the format of the
activity based on how the activity
seems to be going. If the students
are meeting the expectations
without difficulty, add some
different variation to challenge the
between what is being asked and what they will
need to say that makes sense.






- As the manager of the resto, the teacher
will observe the students speaking and
make any necessary corrections and
guide the students through the
conversation if they need any guidance.




- After each group goes through the
simulation, ask the rest of the students
what they thought of the scenario and if
they have any corrections to make. What
response is needed for this question? For
example.


- Maybe it would work better if 2 of the
students played the role of customers
and 1 student was the server? This might
increase the engagement and number of
people participating as well as decrease
the amount of students sitting in the
classroom not doing anything.



- If the activity allows for enough time,
have the students play a role that they
have not yet had a chance to play. If
there is not enough time, the homework
activity will allow them opportunity to
practice.






students. If not, simply continue
the speaking roles.
Transition: Now that everyone has
had a chance to play a role and
speak in French at a restaurant, we
are going to talk about what your
homework is for tonight and what
is expected of you for class on
Monday. So, please return to your
seats and take out your
agendas/planners
Teacher Does: Collect Cards!

5 minutes Recap and homework:
Google voice homework-
Teacher says: Tonight, your
homework is to call into this phone
number (write on the board) and
have a conversation just like the
ones we just did. You must find a
partner and simulate a
conversation at a restaurant. One
of you will play the role of server
and the other the role of the
customer. The conversation must
last 2 minutes. If you cannot find a
class member to do the homework
with, just use different voices as
best you can to distinguish the two
roles. However, you will have the
weekend to complete this
assignment, so make the effort to
work with your classmates to find
a time to conduct this assignment.
- Despite having just gone through this
conversation, it might be beneficial for
the students to go through the format of
the homework using two students as
examples. Two students who perform
well and speak well so that the class can
see a good example.
- I would normally worry about the
availability of the students to use
technology, but given the status of the
students in the class, I know everyone
has a cell phone, which is the only
required technology to complete this
homework.
- I do, however, worry about certain shy
students and their ability to find another
classmate to do the homework. Because
of this, I will accept one student playing
both roles. I will encourage them to be
creative and have fun with the
assignment.

EXCEEDS EXPECTATIONS
(4)
MEETS EXPECTATIONS
(3)
PROGRESSING
(2)
DOES NOT MEET
EXPECTATIONS
(1)
Format/
Organization

Lesson plan makes use
of a clear, efficient, and
consistent format and is
well organized. I feel
that this LP uses color
and titles effectively and
in an organized fashion,
making it easy to
understand and easy to
follow.
Lesson plan makes use
of a clear format, but is
not always consistent
and organized.
Lesson plan makes use
of a format that is
comprehensible but
inconsistent and not
always organized.
Lesson plan has no
consistent format or is
difficult to read.
Requirements
Lesson plan contains all
required elements
(materials, standards,
teacher thinking, etc)
presented clearly. I feel
this lesson plan contains
all the required pieces
and it is in a clear and
organized format.
Lesson plan contains
most required elements
presented clearly.
Lesson plan contains
most required
elements but they are
not always presented
clearly.
Lesson plan is missing
many required
elements.
Supplementary
Materials
All supplementary
materials have been
included, and show
evidence of thoughtful
preparation.
All supplementary
materials have been
included, but some are
poorly, hastily, or
insufficiently done.
Most supplementary
materials have been
included, some are
poorly, hastily, or
insufficiently done.
Although the cards that
I would make are not
included in the lesson, I
offer examples of what
they might be, which
helps the reader get an
idea of the types of
questions and answers
that are being used.
Few supplementary
materials have been
included, or most are
poorly, hastily, or
insufficiently done.
Content
Instruction and activities
reflect the lesson
objectives, show
evidence of careful
thought and planning,
and are effective and
engaging for students.
Instruction and activities
mostly reflect lesson
objectives, show some
evidence of careful
thought and planning,
but may not be effective
and engaging for
students. I think that
the build up to the main
activity (the role-play)
might be given less
attention and energy on
the part of the students.
The rest, however, I
imagine will engage the
students and allow them
to have fun while
learning new phrases.
Some instruction and
activities reflect the
lesson objectives, but
show minimal evidence
of careful thought and
planning, and may not
be effective or
engaging for students.
Instruction and
activities only vaguely
reflect lesson
objectives, show little
evidence of careful
thought, and are not
effective or engaging
for students.


Level of Detail
Lesson plan is detailed
throughout, so that
another teacher in the
language could teach
the lesson how it was
meant to be taught.
Lesson plan is mostly
detailed, but some parts
are too general or
vague. Another teacher
in the language could
teach the lesson, but not
how it was meant to be
taught. I think that I
could have been slightly
more detailed with the
reasoning and teacher
thinking parts to make it
more clear for another
person to re-create the
lesson.
Lesson plan is
sometimes detailed,
sometimes vague and
general. Another
teacher in the language
could teach the lesson,
but with some
difficulty.
Lesson plan is vague
and general
throughout. It would be
difficult for another
teacher to teach the
lesson.
Steps for the Specific
Model of Teaching
(cooperative learning
is given as the
example here0
Cooperative learning
activity reflects reading
and class discussion on
the topic throughout. It
is clear, specific, and
promotes cooperation
and learning among
students.



Oral Speaking activity
somewhat reflects
reading and class
discussion on the topic.
It promotes Oral
Speaking, but is
somewhat lacking in
clarity and specificity. In
order to build up to the
main activity, I felt it was
best to implement an
activity that did not
involve oral speaking.
Chapter 6 does mention
that it is beneficial to
incorporate other
instructional activities in
conjunction with oral
speaking.
Cooperative Learning
activity vaguely reflects
reading and discussion
on the topic. It
sometimes promotes
cooperation and
learning, and lacks
clarity and specificity.
Cooperative Learning
activity does not reflect
reading and discussion
on topic. It does not
effectively promote
cooperation and
learning, and lacks
clarity and specificity.