LESSON PLAN TEMPLATE B

Katelynd Marchant

PS1 2014

Lesson Plan
Grades: 4 5

Subject: French

Lesson Duration: 60 mins

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Students will use their knowledge of French to understand

and/or to express a message effectively in various situations
for a variety of purposes.

Students will use their knowledge of strategies to enhance

learning and to communicate in French.

Specific Learning Outcomes:

my immediate family members

demonstrate understanding of key words

express simple written messages by copying, labelling,

substituting words or using simple concrete sentences based
on available models.

repeat a word, an expression, a pattern, a presentation, etc.,

silently or aloud

combine new learning of vocabulary with previously learned

vocabulary

LEARNING OBJECTIVES
Students will:
Orally and through writing, name their family members
Create a drawing with family members correctly labeled
ASSESSMENTS
Observations:
Key Questions:
Students are on task
What are the terms for different family
members?
Students are able to label their families
Who is that? (Ma Mere, Ma Pere, etc)
Students can recite the different family members
Written/Performance Assessments:
Family drawings are properly labeled
LEARNING RESOURCES CONSULTED
Smart Exchange
Program of Studies
French Learning Resources
Google
MATERIALS AND EQUIPMENT

SMART Board

White Paper

Construction Paper

Colouring Utensils

Glue
PROCEDURE
Introduction (10 min.):
Hook/Attention Grabber: Picture of my family on the smart board. Ask if anyone thinks they know who these people
are.
Assessment of Prior Knowledge: Label my family with French words for family member title (ex. mom, dad)
Expectations for Learning and Behaviour: Students respect who ever is talking, practicing active listening, raise their
hands to add to discussion or ask a question. Students are on task.
Advance Organizer/Agenda: Go over family words, draw our own families, construct our family book.
Transition to Body: Alright, so you labeled my family so lets learn some more family members!
Body (45 min.):
Learning Activity #1: Word list and pronunciation video. As a class we will watch a short video going over different
members of a family and the pronunciation. Then as a class we will review the different terms, saying them together.
Look for students who may be having issues with the pronunciation.
If students appear to be struggling with the pronunciation and/or the different terms, review the video again
before going over the word list a second time.
Learning Activity #2: Students will draw their own families using stick figures and then label each family member
appropriately.
Walk around to see that everyone is using the correct term for each family member.
Answer questions that may arise and clarify with the whole class.
Drawings will be collected at the end to double check understanding. If class is lacking understanding or
struggling, review the word list as a class again before moving onto activity 3.
Learning Activity #3: Students will construct an accordion book to be used as their family scrapbook. Go over 2
options for the construction of the book, allowing the students to choose their favorite. Show the class the 2 examples
at the front and let them know that they can reference them if needed.
Walk around the classroom to see if anyone needs help
Answer further questions on the terms and double check peoples drawings

LESSON PLAN TEMPLATE B

Katelynd Marchant

PS1 2014

If assignment isnt finished in time, finish next class.

Collect the books to double check the drawings and adapt the next lesson to reflect student understanding.
Closure (5 min.):
Consolidation/Assessment of Learning: Briefly review the concepts that the students learned in this lesson by
labeling a class family.
Feedback From Students: Have students write down 1 question they have about the lesson.
Feedback To Students: Thank the students for their good work and good behaviour in respecting their peers.
Transition To Next Lesson: Next class we will be working on our family books, remember to bring photos!
Reflection:

I used this lesson as an opportunity to introduce myself to my class. I used images of my

own family when introducing students to the new words and had them deduce which terms
matched which family member. This was really effective as students were excited to learn
something about me and engaged in the activity. Having the students figure out for themselves,
which words matched which family member not only worked as a great assessment for prior
knowledge but also provided students an opportunity to make links in to the knowledge on their
own. I believe that when students come to the answer on their own they internalize the information
and are able to understand it better than they would had the answer been provided for them. Next
lesson I will be able to tell based on how much knowledge students retain/demonstrate whether
this has worked the way I intended.
The activity was chosen so that students applied the knowledge to their own lives and
further increased their understanding. Having students draw their own families and label them
allowed students to see how the terms could be used in conversation and provided a chance for
them to share with others what their families looked like. Drawing out the families demonstrated
how families can be different (one of the outcomes) while engaging students in each others stories.
The final activity wasnt really related to French (more related to art) but the accordion
books we created are to be used for the rest of the family lessons. This will be a collection of the
knowledge the students gain connected to the terms that the students learn. My hope is that this
keepsake format will help the students connect the information to their everyday lives. When
students can apply the information, they are more likely to have a deeper understanding.
In the future if I am able to teach this lesson again, I would reiterate expectations for
behavior to the students before starting the first activity. I had expected that the students would
follow the pre-established expectations but it would have gone smoother if they had known what I
expected. Letting the students know what I wanted from them would have given them knowledge
of the boundaries and I could have spent less energy reminding students to get back on task. I
would also walk students through the last activity as this would have pre-emptively answered
many of the questions I got from students. I realized I have to carefully judge student ability when
choosing activities as this booklet was at the top of the ability range. After only a couple days with
the students I didnt have a full idea of what they would be able to do and I would push this
activity a little further into a lesson in the future so I could better gauge whether its appropriate for
the student group.
If I could go back and redo the lesson I would have an extra worksheet or activity for
students that completed the last task sooner to work on. I have learned first hand how different
learning speeds affect classroom management; when students were finished and had nothing new
to engage them they started to distract others. Having another activity would serve multiple
functions: students are engaged and thus volume level is managed, other students are able to stay
on task without distraction, and it would communicate to me who was finished the task.
For future lessons I would like to work on my awareness so that I am able to notice what
students are doing whether or not I am working with them. Many students were off task during
this activity and I did not always notice right away if I was helping someone else. It is my goal to
work on this in the future as well as to choose activities to prevent disengagement and distraction.
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LESSON PLAN TEMPLATE B

Katelynd Marchant

PS1 2014