LESSON PLAN – Phase 1

Student: 2331018M Class Primary 1 – Whole Class

Date: 15/11/2019

Lesson Title: French: La chenille qui fait des trous (days of the week)

Experiences & Outcomes (maximum of 3)

I enjoy listening to stories, songs, rhymes and poems in the language I am learning by
joining in and responding to show my understanding. MLAN 1-05a
I am beginning to use illustrated word-banks, picture prompts, picture dictionaries and
displays to support my understanding of simple texts. MLAN 1-11a

Learning Intentions (Focus on the LEARNING – use assessable verbs)

The pupils will learn to engage with texts they are familiar with in French
The pupils will learn to recognise days of the week in French

Success Criteria (Clearly linked to Assessment of Children’s Learning

each LI and related to the process) Evidence
What have the learners to say/write/do/produce –
to demonstrate success?)

 I can join in the days of the week
song in French.
 I can match up the English and
French days of the week.
 I can participate in different
activities related to “la chenille qui
fait des trous” story
Questioning, observing and reading the work
produced by the pupils throughout – all formative
assessment.
Do – order days of the week and match the days of
the week in French to days of the week in English.
Say – sing days of the week song, repeat words
during the story

Observation: children will be working at different

stations – assess their engagement in the activities
 Pupil Tasks Resources
Activities / Methodology / Key Concepts
Time (Teacher’s Role – including management of (Including differentiation strategies, (Including Health
learning) formative assessment and homework) and Safety
(Pupils’ Role) requirements)

Prior knowledge: some children know the story in

English and the class has also been read “La
chenille qui fait des trous” book last week. They
can sequence the story and can orally explain
what happens in the story.
Opening Children listen to the learning intention and
Explain the learning intentions and co-create the
Phase create success criteria.
success criteria

Ask children what are the days of the week in Children sing the days of the week song in
English. Ask students to sing the song and what is English.
the first day of the week, stick all the days on the
board.

Teaching Ask a child to retell the story. Emphasise to Formative Assessment – assess children’s
and Core children that la chenille eats different food on prior learning
Learning different days of the week.

Open the book at the days of the week eating and

get the children to label what the caterpillar ate.
Play song of the week song in French.
https://www.youtube.com/watch?
v=eA5jSbKd5cM
Children label what the caterpillar ate on
each day.
Children listen to the song and join in.

The first time the song is played, children listen to

it. The second time, ask children to join in.
Hand out the days of the week flashcards to some
children (those sitting beautifully). Ask students
what is the first day of the week in French? Stick Children name and stick the flashcards next
the flashcards given to the children next to the to the days of the week in English.
days of the week in English.

Go through flashcards that show days of the week

both in English and in French. Ask the children if Children engage in the learning and respond
they notice anything about the way the French to questioning.
days of the week are written.

Explain that although “jours” is days in French they

Children listen to the explanation.
use the phrase “di” to represent this.
Children repeat the days of the week after
Repeat the task “I say, you say” until you are
the teacher.
happy with the children’s pronunciations.
Differentiation: start the main activity with
Explain the main activity to the children: children
low-ability group as they might take longer
match the day of the week in French to its English
to finish the worksheet and need extra
one and colour the two boxes of the same colour.
support.
Do an example together so children understand.

Introduce to the children the stations of the day.

Once they finish at one station, they can move to
any other station as long as there are only a few
people there.

Focus Group: One group works with the teacher - Children complete the worksheet
provide worksheet about matching the days of the
week.

Playdough Table: Ask children to make a Children make a caterpillar or a butterfly

Chenille or a Papillion using playdough. Provide with playdough.
template.
 Maze Table: Ask children to help the caterpillar Children complete a maze.
find his food through completing a maze.

Food Table: Provide food flashcards. Place two

hula hoops, making a Venn diagram. On one side Children sort the food flashcards into the
put a bowl labelled “healthy”, in the middle a bowl different bowls.
labelled “A bit of both” and on the other side one
labelled “Not healthy”. Children sort the food in the
correct bowl.

Writing Table: Provide a template with a

Children write the days of the week in
caterpillar or blank paper and flashcards with days
French.
of the week in French. Ask the students to have a
“go” writing the days of the week in French. Differentiation: students can design their
own caterpillar or use the template.
Game Table: Provide the board game, two
counters and a dice. Children throw the dice and
move around the board. For every healthy item
they land on they take two “Yummy” tokens. For Children play the board game according to
each unhealthy item they land on they take 1 the rules.
“Yucky” token. The child with the highest “yummy”
tokens is the winner.

Ask children to tidy-up first, then they go and sit Children tidy up and then, go and sit on the
on the carpet. carpet.

Ask students to repeat the days of the week in Children repeat the days of the week, listen
Closing French. Replay the days of the week song. and join in singing the song.
phase
Check for their understanding.
 Evaluation of the Learning Experience

(Include references to SPR)

Evaluation of Pupil Learning

The children recalled their previous learning on “La chenille qui fait des
trous” book very well and were able to retell the story with ease.
However, not all children were participating in the introduction to the
lesson.
The children were responding well to the questioning. Some children were
also trying hard to sing the days of the week song.
From my observations, children were showing good engagement at the
different stations. Upon assessing their written work, some children
practiced writing the days of the week in French: for example, Child L
showed also good grasp of the topic as she also placed the days of the
week in the correct chronological order.
Evidence of
Learning The low ability group I was working with found the worksheet challenging
and they took longer than I anticipated: I could not work with the rest of
the class on the worksheet. Child S found it tricky at the start, however
once she understood, she acquired the general sense of how to do it.
Throughout the teaching and the explanations, children showed good
listening and asked questions related to the activities. “What do we do
after we finish at one station?”, “Can we pick two cards?”
At the plenary, I re-played the days of the week song – some children
were singing while the others participated in saying “……di” as in (Lun)-di,
Mar-di. This shows that children understand the concept of the ending -di
in the days of the week in French.
Continue to reinforce the days of the week in French
Areas for
Continue to work with the rest of the class on the days of the week
Development
worksheet

Reflective Analysis of Teaching and Strategies for Development

Evidence of (3.2.1) Plan and provide a safe, well organised learning environment,
Effective including effective use of display: Class management: Better use of voice
Practice as I was firmer with children who were not listening. I also moved some
students at different spots as they were losing attention. However, during
the activities, I was too concentrated with the focus group that I did not
look at what the rest of the class was doing. Child R was sitting at the
table playing instead of focusing on the task at his station.
(3.2.2) Show awareness of educational research and local and national
 advice, and demonstrate the ability to use a variety of strategies to build
relationships with learners, promote positive behaviour and celebrate
success: Throughout the lesson, I used a variety of positive reinforcement
and I was picking on children doing well: “I can hear you singing
beautifully”, “Good listening”
(3.1.4) Develop tasks and set pace of work to meet the needs of learners,
providing effective support and challenge, seeking advice appropriately: I
was aware of the fact that children may not be able to read the days of
the week flashcards – I asked children to look at the first letter and sound
it out to help them recognize it. I made sure to provide support wherever
was necessary.
(3.4.2) Evaluate their classroom practice, taking account of feedback from
others, in order to enhance teaching and learning: During the explanation
of the stations, Child L drew attention to a point that I forgot to mention
> I used that as an opportunity for my teaching point.
(3.1.2) Communicate the purpose of the learning and give explanations
at the appropriate level(s) for all learners: I gave the pupils clear
instructions of what the task consisted of. I made sure the instructions
very explicit and concise.
(3.1.4) Develop tasks and set pace of work to meet the needs of
learners, providing effective support and challenge, seeking advice
appropriately - Need to look at time management and either set a slightly
higher pace of work or start to spread lessons out more to allow for all
the content to get covered in the time allocated > I could have smaller
Areas for starters or set up less activities.
Development
I worked with only one group and I should have given every child the
opportunity to work with me. Remember to rotate children who are not
moving on > following discussion with the class teacher, dedicate ten
minutes to each group and if they do not finish, then move group
anyway.