World Languages Minor Lab Activity Plan Template

Your Name: Patrick Mulier

Target Language: French
Level (Middle School or High School? Year 1 or 2?) of the class: High
School level 1
Lesson topic (can be fairly broad): Characterizing in Real Life
A brief overview of the lesson
The context of the lesson is amidst verb conjugations and descriptive adjectives, where
people and relationships is the subject in focus. The Teacher will first go over with the
class a set of vocabulary terms, expressions and model sentences which are about asking
and describing the character of people. Students will then meet in pairs and ask each
other questions about their character, personality and appearance and take notes on
what they learn. The groups will share what theyve learned about their classmate with
the whole class. The purpose is for students to gain conversation skills with asking about
who people are/what theyre like, and then being able to describe themselves. It also
works to build a stronger class-community as students get to know each other.
Language Learning Objectives
Cultural Objectives (only if
applicable):
Know how to Inquire upon the
After this lesson, students will be able to:
appearance, character and
Describe themselves with various
personality of fellow classmates and
then describe that person accordingly
words and expressions in French
to the class.
Ask questions to learn about other
Have a greater vocabulary of
people
descriptive-adjectives
Understand their own identities, in
Have a more expanded repertoire of
relation to character, personality
verb-conjugated expressions where
and physical appearance
the students can ask and respond to
Know more about their classmates
describe people
and develop greater trust as a
class-community
MIWLA Standards
Previous Learning

1.1.N.SL.e Ask questions about physical

appearance, character and personality
traits of friends, family, classmates and
answer using a list of traits

Students had been learning ways to

talk about themselves, family and
friends. Theyd learned vocabulary of
various professions, family member
categories, descriptive vocabulary
and leisure activities. Students had
also been learning basic verb
conjugations such as je suis and Il
a to describe people.

Activity
Rationale:
I chose this activity because I think its a valuable tool to having meaningful
conversations with people in French, as most of our conversations consist of talking
about ourselves or others. It made sense to first present model vocab and
expressions for students to directly use in their conversations with a partner.
Theyd be able to practice oral communication both in the questioning of character
as well as the describing of character. And theyd have much practice with the
language: in small group work and presenting before the class. And lastly, I believe

its extremely important to build a class community of strong and trusting

relationships among peers and teacher, especially toward the beginning of a
semester, which is where Id place this unit.
This activity addresses the learning objective 1.1.N.SL.e directly setting up a space
for them to ask questions to each other (about each other) and respond. This
paired dialogue allows students to speak and listen in French, through their
conversation, which is important in a communicative task. Students also practice
reading by asking questions from the textbook/board of model questions, through
which they will need to have understood the content. Then students will again
listen as they write down characteristics of their partners as well as from their other
classmates during presentations.
Mode of communication: Interpersonal Mode. (mostly)
Participation
Speaking and listening, as well as reading and writing.
structure:
Pairs and whole class
Procedure:
Create a detailed list of numbered steps. Write each step as a
directive (e.g., Teacher will or Students will)
1. Teacher will first put up on the overhead the list of words
and expressions which inquire upon and describe a
persons character/personality/appearance, and read
through each of them, having student repeat after them,
in both French and English.
2. Teacher will then ask the class for any other words they
could use to describe a person, and write all of their
ideas upon the board. The teacher will add a few more
examples that he/she thinks are common.
3. Teach then assigns students into pairs and instructs
them to ask at least five questions about who they are as
a person, using model expressions and their own ideas;
the interviewer would then write down all that theyd
learned; students switch after 5 minutes of talking about
one partner to inquire upon the other.
4. Students gather into pairs and carry out these
conversations.
5. Teacher circulates the classroom to listen and guide
students according to their needs.
6. Teacher stops the pair-work and explains to the students
that they need to listen and take notes on at least 2
defining characteristics of each student that is presented
upon, because they will be assessed to describe a
random student afterwards.
7. One at a time students stand up in front of the class and
present everything theyve learned about their
classmates, utilizing the words and expressions theyve
acquired and practiced.
8. Teacher listens and makes sure (marking down) that
each student has shared at least 5 things about that
student and is utilizing acceptable grammar and
vocabulary.
9. The teacher then assigns each student to describe two
characteristics about a random student from the class, in
order to assess their listening and note-taking skills and
solidify a knowledge of each other to build class

Materials /
resources (curricular
materials, teaching
tools, technology,
etc.) needed:
Overhead
projector
A graphic
organizer of all
the model
vocab/grammar
items (from
textbook)
Loose leaf
paper to
interview and
take notes
Students
textbooks
Writing utensils
Chalkboard and
chalk

community.
How will you check for your students understanding during this activity? In
other words, how will you know if students have met the learning objectives of
this activity?
Teacher will listen to student presentations and record the content (with a word or two)
and number of defining expressions to describe their partners, and formatively assess
how well theyve learned the language, making encouraging and corrective comments if
necessary in between presentations. The final step will allow the teacher to assess
student listening. Formative assessment will also be made as the teacher circulates and
configures what more the students need in order to complete the assignment proficiently,
filling in gaps for the students knowledge as necessary.