CSUF Daily WL Lesson Plan

Language and Level

French 1

Your Name and School:

Unit Theme

Essential Question(s)

En Ville

How do French people

interact with their
community?

Day
in
Unit
1

Perio
d
Leng
th

Learning Objectives (Can-Do

Statements)

(Minut
es)

53

can describe my city

Content Standards (CA, ACTFL, and CCSS)

CA WL Standards:
A.1.1.d Home and neighborhood
B.1.2 Interpret written, spoken, or signed (ASL) language.
B.1.4 List, name, identify, and enumerate.
SFLL: 1.2: Students understand and interpret written and spoken language on a variety of topics.
CCSS: CCSS.ELA-LITERACY.CCRA.L.1

Demonstrate command of the conventions of target language grammar and usage when writing or speaking.
Responses/Misconceptio
ns

Activity/Activities
Instructional
Sequence

Setting the Stage

(Gain Attention / Activate
Prior Knowledge)

Time*
What does the
teacher do?

Homework is
checked and
gone over

What will learners

do?

Warm-up
exercise: Turn
to partner and
describe what
your house is
like using
prompts

How
many
minute
s?

10

What are the anticipated

student responses? How will
you provide feedback? What
are any common
misconceptions they may
have? How will you address
this?

Materials,
Resources, and
Technology
What materials will you
develop? What materials
will you bring in from
other sources? Embed
links when possible.

Warm-up will be on a
powerpoint slide

CSUF Daily WL Lesson Plan adapted from The Keys to Planning for Language Learning. Clementi & Terrill. (2013)

CSUF Daily WL Lesson Plan

Provide
Comprehensible
Input

Teacher will play

video

Meaningful Guided
Practice

Teacher will help

students and
replay sections if
needed.

(Elicit Performance &

Provide Feedback)

Your Name and School:

provided.
Students will
5
watch a video
scene from the
DVD that
accompanies
the book. In the
scene, a young
girl takes you
around her
town and shows
you the
different places
to go for fun,
for running
errands, and
even for
studying. Once
they have
watched the
scene, they will
hear the new
vocabulary
words repeated,
and a video still
of each one will
be on the
screen
Students will
10
watch the scene
again, and then
take the videoquiz. If they
need help
during the
video-quiz, they

DVD

DVD

CSUF Daily WL Lesson Plan adapted from The Keys to Planning for Language Learning. Clementi & Terrill. (2013)

CSUF Daily WL Lesson Plan

Provide
Comprehensible
Input (if applicable)
Guided or
Independent Practice
as applicable
(Elicit Performance &
Provide Feedback) (if
applicable)

Closure
(Enhance Retention &
Transfer)

Teacher will
provide
instructions,
monitor, and help
students who are
struggling.

Teacher will
provide
instructions for
exit slip

Your Name and School:

may watch the
clip over again.

Students will
complete a
page out of
their workbook
that gives them
a series of hints
and has them
complete a logic
puzzle to find
out where
people are
going in town
Students will be
given an exit
slip, each with a
different
question on it
about places in
town. Students
will answer the
question and
hand their slip
to the teacher
as they leave.

10

workbook page

Paper and pencil

Reflection Notes to Self

What worked well? Why? What didnt work? Why? What changes would you make if you taught this lesson again?

Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain
attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle
(provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.
*

CSUF Daily WL Lesson Plan adapted from The Keys to Planning for Language Learning. Clementi & Terrill. (2013)