Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Amberleigh Greene

Date 11-15-18 Subject/ Topic/ Theme Labor Day (Fete du travail) Grade ______10_______

I. Objectives
How does this lesson connect to the unit plan?
 Students will continue with review of grammar points, this time with -oir verbs and direct object pronouns.
 Students will continue to learn about holidays in France, now learning about Labor Day

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Create sentences using “vouloir”, “devoir” and “pouvoir” to communicate what they want C X
 Understand differences between US and French labor laws. U
 Analyze specific unions and parties in France to find their beliefs An
 Apply union simulation to forming personal opinions about unions in France Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
1.1.N.SL.k Share opinions and preferences in the target language with their classmates
1.3.N.W.a Illustrate and present materials in the target language such as an advertisement, poster, or menu
2.1.N.H.c Identify one important political issue in a country in which the language is spoken
2.1.N.F.e Explain the practices and significance of an important: • civil or religious holiday or celebration AND
• regional holiday or celebration AND • personal or family holiday or celebration within a community or
culture in which the target language is spoken
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite  Ability to conjugate “vouloir” “pouvoir” and devoir”
knowledge and skills.  Ability to use direct object pronouns

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Ask students to shout out words that come to mind when they think about “labor day”
Formative (for learning):
Look at what students write on their boards and check for grammar mistakes.
Formative (as learning):
Collect sheet that students filled out with information about the union they researched.
Summative (of learning):
Collect pro/con lists about unions and grade them on completion.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression
Provide options for self-regulation- Provide options for Provide options for executive
expectations, personal skills and comprehension- activate, apply & functions- coordinate short & long-
strategies, self-assessment & highlight term goals, monitor progress, and
reflection  Apply research on modify strategies
 Students will reflect by  Students can set goals for
unions to negotiations
making pro/con lists their unions depending on
and law proposals,
about unions. These lists how much of a challenge
written or spoken.
will vary depending on they want.
what member of their  Students can explore
group say. different strategies for
pushing their agendas like
collaborating with other
groups or protesting.

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 Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
 Students can collaborate
both in their groups and
with other groups.
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
 Students can choose
which laws they want to
change or add.
 Students can be involved
in their group in different
ways, either by
researching, negotiating,
writing in French etc.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide options for perception-
making information perceptible
 Students will find
resources that make sense
to them and put
information into their
own words.
Provide options for expression and
communication- increase medium
of expression
 Express union
demands verbally, in
writing using either
devoir, vouloir or
pouvoir.
Provide options for physical action-
increase options for interaction
 Students can march
around the classroom in
protest! Or walk around
to collaborate with other
groups.

 Slips of paper with unions/government on them

Materials-what materials  Handout with questions for unions to research/for government to research
(books, handouts, etc) do  White boards and markers
you need for this lesson  Laptops
and are they ready to use?  Labor Day Vocab Sheet

 In the beginning, desks will be arranged in their usual way (vertical rows)
 When students start working in group, they will move their desks so that they are facing
members of their group
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5min 1. Ask students, “What words come to mind 1. Recall prior knowledge of Labor Day and
Motivation when you think about Labor Day?” and unions. Listen to the responses of other
(opening/ “What words come to your mind when students.
introduction/ you think about unions?” Write their
engagement) responses on the board.

5min Development 2. Divide students into two groups, have one
(the largest group research French labor laws and the
component or other group research American labor laws.
main body of Have them put they find in the appropriate
the lesson) column on the board. When time is up
have then read aloud some prevalent
10min things differences that they see.
3. Put slips of paper with either a union or
“government” on it into a bowl. Have
each student pick one randomly. Give a
handout to each student and walk around
as they work on it.
2. Go online and research labor laws in
France or the US. Look for things like
maximum hours, minimum wage, job
security, unions, maternity leave and
inspections. Put your finding on the board.
3. Find other students who have the same
union written on their piece of paper and
form a group. Using the questions on the
handout as a guide, find information
online about your labor union. If students
are part of the government, they can do
research on which political party they

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 4. Offer suggestions to groups that need it.
Refer students to the handout they made
30min so they can brainstorm issues they might
have according to their union’s beliefs.
5. Correct direct object pronouns when
necessary. Keep students on track and
offer suggestions for groups the seem
stuck.
want to be in and write the party’s core
values.
4. Each student should get a white board and
dry erase marker. As a union, look at the
French labor laws written on the board
and see if you want to change anything or
add anything. Look for things that are not
in line with what your union’s values and
beliefs. If there’s something you want to
change, use a “nous voulons” or “Nous
devrons” sentence along with your
demand in French. The union can protest
in preparation for the negotiation as the
French do. They must write their demands
on the board and protest! They can try to
persuade other groups to join in as well
but all negotiations must be in French.
5. A representative from your union should
take one of the boards with the demands
of your union to the government group
and they can decide if they want to
comply and change the law or not. If the
government wants to change it they can
write “Nous pouvons vous donner…” and
send the board back to the union. If the
government doesn’t want to change the
law, The union may have a
“manifestation”.

10min Closure 6. Pass out the five statements to each 6. As a group, put the statements in order
(conclusion, group. Walk around and listen in on from least extreme to most extreme.
culmination, conversations, offer guidance when 7. Each member of the group should point to
wrap-up) needed. the statement they believe and tell their
7. Collect pro/con lists and grade on group why they believe it. As each
completion. member is talking, students should write a
pro/con list for unions based off things
their peers say.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
- Labor day might seem like kind of a weird holiday to teach but it’s actually a really important day in France and I think that
reflects a lot about French culture.
- Doing a simulation is a bit risky at times because you want to make sure students treat it seriously and not just as a game. I
tried to prevent this by giving clear instructions of what students should be doing and monitoring them very closely
throughout the process. This lesson might require a lot of direction but I think it’s worth it because students get to
experience how unions work in France and that makes it relevant to them.

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