“Lesson 1” LESSON PLAN

TEACHER NAME: Ms. Crocker

LESSON SUBJECT: Core French
LESSON TITLE: Introduction to Faire and Unit Vocabulary
GRADE: 8
LESSON DATE: Monday, April 6th 2020

RATIONALE
This lesson is the beginning of the unit and is crucial in laying the foundations for the next few classes. The lesson has students
learning about basic everyday use vocabulary and the foundational verb ​faire,​ students are being prepared to further their fluency in
French.

CURRICULUM CONNECTIONS
Big idea: Listening and viewing with intent supports our acquisition and understanding of French
Curricular Competency:
-Recognize the relationships between French letter patterns and pronunciation
Content:
-French letter patterns
-common, high-frequency vocabulary and sentence structures for communication in past, present, and future time frames
LEARNING INTENTIONS
By the end of this lesson, students will be able to:
-understand and conjugate the verb ​faire
-learn basic vocabulary that will allow them to describe a landscape or place, talk about food

PRE-REQUISITE CONCEPTS AND SKILLS

-students should be able to understand french pronouns and their relation to conjugated verbs
-students should have a basic understanding of the game tic-tac-toe
-students should be able to use technology to research vocabulary

MATERIALS AND RESOURCES (REFERENCES) NEEDED FOR THIS LESSON

Materials and resources need for this lesson:
-pen and paper
​ orksheets
-​faire w
-tic-tac-toe activity sheet
-ticket-out-the-door slips

DIFFERENTIATED INSTRUCTION (ACCOMODATIONS)

Differentiated instruction for this class includes:
-using a special thick marker for a student with visual impairment when writing the ​faire c​ onjugations on the board
-extra circulation and attention for a handful of students who need extra pushing to get assignments done

ASSESSMENT AND EVALUATION

The assessment tools for this lesson are:
1) Worksheet handed in: Students will receive a two-sided worksheet that will be completed in class and handed in for an
assessment to see the students comfort level with the new ver
2) Observation: The tic-tac-toe sheet has students play games of tic-tac-toe with their peers, I will circulate and observe to see
how students are doing and assess their comfort with the new verb
3) Ticket-out-the-door: simple faire conjugation that gets students to short-term memory recall to see what is sticking so far for
the students

LESSON ACTIVITIES

TEACHER ACTIVITIES STUDENT ACTIVITIES CLASS MANAGEMENT PACING

CONSIDERATIONS

INTRODUCTION

Go through the itinerary is given for
the day that is written on the board:
- Introduced to a new verb: ​faire
-​ ​Faire​ practice: two worksheets and
if finished a game of ​faire ​tic-tac-toe.
Students sit quietly at their designated
spots and listen to the teacher go over
the day's schedule.
Students may have a hard time 1 min.
listening as they just came in the class
and may be a bit fidgety. Scan the
classroom to ensure students are
paying attention to the day's schedule.
- Introduced to this unit’s SALUT
vocabulary words.

BODY
Students may take a while to grab 5 mins.
Introduce class to the verb ​faire​:
Students take out their yellow verb their yellow verb sheets, have lost
- get students to get out their yellow
sheets and copy down the them, and cannot locate them. Have
verb sheets and instruct them to copy
conjugations that the teacher writes on students just grab a piece of paper to
down the conjugations of ​faire
the board. copy down what’s on the board.
- explain the meaning of the verb ​faire
Students may also not say out loud
- write down the ​faire ​conjugations on
that they either cannot see the board
the board
or that they down have their verb
-give students time to copy down
sheets, so after writing the verb
what is written on the board and
conjugations on the board, scan the
ensure all students have the verb
room to ensure that all students are
conjugations down
copying the words down or assist
students that need help.

Students may not repeat the

Pronunciation practice:
- go over the pronunciation of the
different conjugations of ​faire​ in a
repeat-after-me style exercise.
Students sit at their desks and listen
and repeat after the teacher.
conjugations right away, so ensure all 2 mins.
students are participating but
repeating the same conjugation until
all students are pronouncing the
words.
Faire w ​ orksheet:
- go over the handout with the
students before handing out the
worksheets
- tell students that this is for
homework if not finished in class
Faire g​ ame:
-ask students if they know how to
play tic-tac-toe
-elicit a students to explain the rules
for those who may not know the rules
-show students how to play the game
-instruct students to move around the
room and play against at least 5 of
their peers
Faire g​ ame pronunciation:
-have students sit back at their desk
-ask students to raise their hands if
they won a game
-elicit a volunteer to say out loud what
their winning line is
Students work on their worksheets
individually at their own desks but
may quietly talk amongst themselves
while working on their worksheet.
Students listen to instructions and
circulate the room and play against 5
of their peers.
Students return to their desks and
raise their hands if they won. Students
will say what their winning line is.
Students may start talking loudly
30 mins.
amongst themselves or try to move to
sit with a friend. Circulate the
classroom to ensure students stay at
their own desks and assist if needed.
If the class gets too loud, the teacher
may need to have students work
quietly.
Students may get excitable, loud or
competitive. Circulate the room to 15 mins.
ensure all students are at a respectable
level and assist in any way.
3 mins.
Students may take a while to return to
their desks. Be firm and ensure all
students are listening and quiet before
continuing

Introduce new SALUT words:
-get students to pull out their yellow
workbooks and give them the rest of
class time to being translating the
vocabulary for the unit
*​hand out ticket-out-the-door to
students while they are working on
vocabulary​*
CLOSURE
Ask students to put away their
workbooks and fill out their
ticket-out-the-door.
REFLECTIONS
Students pull out their yellow
workbooks and translate their new
vocabulary.
Students put their workbooks away
and fill out their ticket out the door.
12 mins.
Students may want to use
chromebooks but there is not enough
time, so ensure students are looking at
their dictionary which is located at the
back of their yellow workbook.
2 mins.
Students may take a while to clean up
their workbooks so ensure students
put them away promptly so that they
can fill out their ticket out the door
As this lesson has not been taught yet there are no reflections at this time.