900 Fifth St.

, Nanaimo, BC V9R 5S5

Questions to Address in Lesson

Planning
Planning for instruction is a complex process of reflective decision-making. The following
questions are designed to guide you in this process. An effective lesson plan answers
these questions in sufficient depth that someone else could teach your lesson.
1 Why is this lesson relevant at this time with these students?
What IRP outcome(s) does this lesson develop?
What is/are the learning outcome(s) for this specific lesson?
What products or actions will evidence that the students have learned?
What will you look for in that evidence? (Criteria)
What resources, materials and preparation are required?
What sources have you used to create this lesson?
How will you introduce this lesson in a manner that engages students and activates their
learning?
What steps and activities are you going to use to help students acquire the knowledge,
skills and/or attitudes needed to meet the outcome?
How much time will you allocate for each portion of the teaching/learning sequence?
How will you solidify the learning that has taken place and deepen the learning process?
How will you plan for students who have learning difficulties and for students who require
enrichment?

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New: March 2012

900 Fifth St., Nanaimo, BC V9R 5S5Once

Lesson Plan Template

Nam
e:

French Emotions: Introduction and Practice:

first 3 Lessons

Grad
e
Date

French
Allotted 45 min/lesson
Time

Cite sources used to develop this plan:

http://www.bced.gov.bc.ca/irp/cf512.pdf
http://www.rocketlanguages.com/french/learn/emotions-in-french/
http://french.about.com/od/vocabulary/ss/greetings_2.htm
1

Rationale: Why is this lesson relevant at this time with these students?

These lessons will teach the students how to ask and respond to the question how are you?. They will
learn how to say how they are feeling using a variety of emotions. During every lesson they will get a
chance to practice their oral language skills and participate in activities that help promote their
understanding and allow them to experience creative works in the french language.
Lesson 1: Hook: Quick charades ask the students to guess what we are learning by acting out emotions.
Review of hello and good bye to start and finish our conversations. Introduction to sentence structure
How are you? I am..... Notes that are taken will be used as reference sheets for later lessons. Each
set of notes has been personalized for the student as to be more effective than a list given out.
Lesson 2: Hook: Remember how I was acting out the emotions yesterday? Well today you are going to
be doing the acting. Review: Pronunciation of the words before going into the activities. CharadesStudents will be in groups and the cards will be in French and English. The students guessing will have
to use the french word to get the point and once the groups has guessed correctly the person acting will
have to say the full sentence I am..... This will be a fun and easy practice to cement the learning.
Lesson 3:Hook: Use props to present a character and get the students to tell you
what you could be feeling as that character. Build off of the last two lessons by
using the target sentences in theater inspired activities to help the students to see
the relevance of the lessons in real life situations.(even though it will be
dramatized)
Provincial Learning Outcome(s): What IRP outcome(s) does this lesson
develop?

2Student Name: Sian Roberts

ask and respond to simple questions

identify greetings and expressions of politeness

Assessment

3Student Name: Sian Roberts

900 Fifth St., Nanaimo, BC V9R 5S5Once

900 Fifth St., Nanaimo, BC V9R 5S5Once

Lesson Outcome
Sources of Evidence
What will students
What product or action will
learn?
show what students have
LESSON 1:
learned?
Students will be
LESSON 1:
introduced to the
1)Read aloud with the class as
vocabulary words and
a whole to go over
be able to say them.
pronunciation and when you
Review: Simple
are circulation ask students to
Greetings Hello.
pick one or two words to say
Goodbye.
to you or answer you question
New: How are you?
of How are you?
and respond I am...
2) For notes the students
Bored
will write the word in
English, French and with
Happy
the phonetic sounds and
Sad
beside each word draw a
Tired
picture to explain the
Exited
word
Nervous
3) Happy and you know it
Frightened
song, remade song done
Furious
by students.
angry
4) Ticket out the door, tell
Surprised
me how you are feeling
Embarased
about the lesson in
LESSON 2:
french.
Students will be able to
express their emotions
in french.
LESSON 2:
Review: Go over
1)Participation in the game
pronunciation as a class and review. An understanding
using the words that
of the vocabulary words.
have now been placed
on the word wall. Give
2)Completed notes by the end
students an opportunity of this class to be handed in.
that if they have not
finished their notes they
can use the review time
to complete them.
New:
Game- CharadesStudents will get a
chance to play in
groups split the class in
half and in half again to
make four groups(if you
want
be with
your Sian Roberts
to
4Student
Name:

Criteria
What will you look for in this
evidence?
LESSON 1:
Participation when saying the
words as a class and as
individuals.
I will look for the completion
of most if not all of the
students notes.
Participation in singing the
song as a class. Using the
proper pronunciation for the
vocab words. Able to
experiment and put new
words into the song and
share it with their partners.
Verbal response, the french
emotion word has been
pronounced correctly.

LESSON 2:
An understanding of what
the words mean and the
ability to express this
verbally, pictorially or
physically to either you as
the teacher or the other
students in the class.

900 Fifth St., Nanaimo, BC V9R 5S5Once

Each groups will get a

stack of emotions to
play with. Normal
charades rules the
person acting cannot
talk or make noise.
LESSON 3:
Hook: Use props to
present a character and
get the students to tell
you what you could be
feeling as that
character.
New: Students will walk
around the classroom
asking each other the
target sentence How
are you? and the other
person will respond as
the character that has
been presented. (see
attached for list of
characters)
Students will have the
rest of the class to start
their presentation/play.
(criteria attached)

LESSON 3:
1)The beginning of a written
plan on what characters are
going to be presented in their
skit and who is going to say
what emotion.
2)Circulation: talk to the
students make sure they are
on track and are using the
criteria for the assignment.

LESSON 3:
Being able to verbally and
physically express the
emotions and target
sentence.
Beginning plan handed in for
feedback with the criteria list
showing what on the criteria
they have hit by using check
marks, circulating or some
other way to show they have
taken the criteria into
consideration.

4. Resources, Material and Preparation: What resources, materials and preparation

are required?
Emotions cards For card game and charades.
List of Vocab words for word wall( separate and laminated)
See attached papers for french words with Phonetic Pronunciation.
See attached papers for criteria for play/skit/presentation
happy and you know it song

5Student Name: Sian Roberts

900 Fifth St., Nanaimo, BC V9R 5S5Once

5. Lesson Development
Pacing

6Student Name: Sian Roberts

900 Fifth St., Nanaimo, BC V9R 5S5Once

LESSON 1:
Hook: Quick charades ask the students to guess what we are learning by acting out emotions.
Use the attached list as reference, using sounds and words is acceptable but see if they can guess
without verbal hints. First get them to identify the emotions and see if they can
put together what we will be learning in class.
All the vocab words have been made up in french, these can be put onto the
front board, get students to do a quick guessing game to see if they can see
what each word means without being shown the English. If they get one right
the student can come up and write the English on the board beside the
french vocab word. Model the french word for the class and get them to
repeat it back to you. Repeat this for each word. Continue until all of the
words have been found even if you need to tell them what the words are try
and give them small hints or act out that particular word for the students to
make that connection between the word and the meaning.
Sing the are you happy and you know it song with the class. Give students
the two versions of the lyrics, one has the full song and the other has taken
out the emotion so the students can replace it with an emotion of their
choice and make a new song. Sing it as a class and get the students to pair
share their version of the song with the student sitting next to them.
Notes: Get the students to make a chart on their paper with three columns.
The title of these notes will be Comment allez-vous? The first column will be
the french word (sentence I am...) with its phonetics. Second will be the
English and the third will be a picture that helps that students understand
and remember the word. Demo one on the board with the students, they do
not have to copy your example for that word it is just an example the point of
this form of note taking is for the students to create their own reference
sheet that makes sense to them. They can do this on lined paper in their duotangs.

5 min

10-15
min

10 min

10 min

Ticket out the door: Before students leave they must answer your question
with how they feel about the class and what we have learned. Ask the
question practiced in French and get the students one by one to respond.
LESSON 2:
Hook: Hook: Remember how I was acting out the emotions yesterday? Well today you are
going to be doing the acting.
Review: Use the Vocab Words that we added to the word wall yesterday and practice them as a
class. Model how to pronounce the word and have it repeated back to you. Go through the list at
least 3 times, more if the students need the practice. Pick 12 students to help with the activity.
(pick by sitting the nicest, straight back hands old fashioned folded on their desk, snooty, nose in
the air. Something so you know the ones you have picked are listening.) Each of the 12 students
7Student Name: Sian Roberts

20 min

8Student Name: Sian Roberts

900 Fifth St., Nanaimo, BC V9R 5S5Once

900 Fifth St., Nanaimo, BC V9R 5S5Once

. When each person is called upon they will be asked to strike a pose that presents their word,
or sentence. The class will able to guess for each one, the answer must be given in french.
Once the students word has been guessed the class has to say it together and then as a class
ask the person posing the questions How are you? The person must answer using their word
in french. After this they can go sit back down and join in on the guessing.
Once all the students are seated you can separate them into their group.
To make the grouped split the class down the middle and than half the two
groups to make four groups. Each baggie of vocab words(in french) for 2
groups so you wont have any repeats.(extension-there are other baggies
of vocab words from previous units they can combine them with the new
words to make the game go longer and as a review.) The students-in two
big groups-can go to opposite ends of the classroom to play the game. The
rules of charades are simple-no talking y the person acting, all guesses
must be made in french, only the team doing the guessing can call out, the
first team to guess is the team that the person who is acting is from, they
have 1 minute to guess and than the other team gets a chance, no listing
off words in hope of hitting it-this will result in a 30 second penalty of
guessing time.
LESSON 3:
Review: Sing the Happy and I know it song as a class and remake the song
as a class and sing it together.
Hook: Use props to present a character and get the students to tell you
what you could be feeling as that character say it in French (examples arelab coat, mad scientist, Sun hat, old lady..) You don't have to go through all
of them just 3 or 4 to give a students an idea of what they will be doing
during their skits.
Go over with them what will required for the skit. They will only have some
of this class and next to finish it. Hand out the criteria and go over it with
them. See if they have any questions. Examples of personalities for the
characters are what you just did with your examples and our next activity
might give them a few ideas for characters. Everything on the criteria
needs to be accounted for. Use it as a heck list, by the end of class I want
you to check off with your groups what you have put into your skit and
hand it in.
Get the students up and walking around, if they would like to take their
notes with them that is fine. Have them ask each other How are you?
and respond in french. Once they have had an opportunity to do this with 2
or so people change the theme that they must respond with(theme
examples- mad scientist, old woman, old man, child, alien, someone who
has just come from a funeral ect.) Do four or five examples. Move back
into their charades groups from yesterday in the same places.
9Student Name: Sian Roberts

con't

25 min

10 min

5 min

10 min

10 min

900 Fifth St., Nanaimo, BC V9R 5S5Once

Accommodations (adaptations, extensions, other): How will you plan for students who
have learning/behaviour difficulties or require enrichment?

Pictures being on the cards to help with a visual representation of the emotion.
Having the French, English and phonetic pronunciation of the french word on the vocab list words and
on cards.
Extension for charades-use the previously made game for the other units to add to the game and give
review.
Extension for the skit- use words and phrases from previous unit to make a small conversation between
the main character and the strangers.

10Student Name: Sian Roberts