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Lesson Plan

Grade/Subject: Grade 3-4 FSL Unit: School objects/Plural

SPECIFIC
OUTCOMES
FROM ALBERTA
PROGRAM OF
STUDIES

KR 2011

Lesson Duration: 30 min

Formative & Summative

LEARNING OBJECTIVES

ASSESSMENTS (How

(2-3, clear, and measurable)

will you know they met

learning objectives?)

Students will:

(Observations, Key
Questions,
Products/Performances)

*demonstrate Students will translate the names of school supplies

an
from French to English and vise versa.
understanding
of vocabulary
associated
with:

I will observe that

teams are choosing the
correct English words
for the French words I
have in the games.

*state,
orallyin
theirown
words,that
nounsin
Frenchare
either
masculine
or
feminine

Students will categorize names of school supplies

into masculine or feminine.

I will observe that the

teams are placing the
nouns in the correct
spot. If they are having
trouble I will prompt by
offering subtle
reminders: (ex. La and

*state, orally
in their own
words, that
nouns can be
singular or

Students will name the plural form of these school

supply words.

elementary
student
school
suppliesand
elementary
classroom
suppliesand
furniture

une are the same form of

word, le and un are the
same form of word) make
the reminders more
specific if they are really
not getting it (le and un
are masculine, une and la
are feminine).

I will observe that

teams are
understanding the
rules of how to go from

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singular when they

choose words.

plural
LEARNING RESOURCES CONSULTED
Resource #1: Complete FrenchSmart worksheets.
Resource #2: Smart Exchange website

MATERIALS/ EQUIPMENT/ SET UP

* Smart board activities
*Use of plural PowerPoint

PROCEDURE
Introduction (1 min.):
Attention Grabber: Bonjour mes amis! Today is smart board games day!!
Assessment of Prior Knowledge: Who can tell me what this is called in French? (hold up a pencil). Wait for correct
response. Trs bien!!
Connection to Curriculum: It is very important to know the names of the tools we work with everyday in the class
(*demonstrate an understanding of vocabulary associated with: elementary student school supplies and elementary
classroom supplies and furniture). It is also important that students understand when these words are feminine and
masculine (*state, orally in their own words, that nouns in French are either masculine or feminine). It is important
that students know when and how to apply the plural forms of those words (*state, orally in their own words, that
nouns can be singular or plural
Expectations for Learning and Behaviour: Students will participate and work appropriately and cooperatively with
their team for the smart board games.
Advance Organizer/Agenda: today we will be in new teams for what I am now going to call Les Guerres de Smart
Board.
Transition to Body: I have made up teams already, so go sit with your teams now (show team lists on the smart board and assign
each table as a number of a team 1-6). GROUP LIST IS ON ATTATCHED SHEET.

Body (27 min.):

What is the teacher doing?

What are the students doing?

Learning Activity #1: Smart Board Games! Have the students sitting in their
teams before starting. Explain that they will be doing this activity as a team, I
will roll the dice and whichever number it lands on, we will say the number out
loud in French as a group. That number will come up and choose 1 item as a
team to move to the appropriate location (everyone can point at the item and
drag it together) or choose a multiple choice, or try for a match (depending on
which game we are doing). (IF THE DICE KEEPS ROLLING THE SAME
TEAMS, JUST VETO THE DICE AND ASK A SPECIFIC TEAM TO COME
UP).

Students can confer quietly

with their teams to decide on
what they will choose when it
is their turn, and write that
choice down on their white
boards (if it gets chosen by
another team, they will have
to make a new choice).

Formative & Summative Assessments: I will observe students to ensure they are correctly
identifying what I am asking them for.

When their team number is

called, they will decide as a
group where to move one item
and then sit back down.

Specific Learner Considerations: If teams are having trouble getting the correct
responses, give reminders of the rules theyve already learned (ex. La and une are the
same form of word, le and un are the same form of word) make the reminders more
specific if they are really not getting it (le and un are masculine, une and la are feminine).
Transition to Closure: Trs bien mes amis!!! Everyone is starting to remember more of the
rules and that makes me very excited!!!

Closure (2 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning: I can see that all of you are very enthusiastic about learning French!

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Feedback From Students: How can tell me one rule about going from singular to plural?
Feedback To Students: You all did very well today working as a team; I can see that you really understand these
school supply names in French. Trs Bien!!
Transition To Next Lesson: Next week we will be learning some new French words for places and people around the
school.
10 Key questions to review your plan:
1) What will my classroom/ teaching area look like when I begin to teach?
2) How will I interest the students on the lesson questions/ topic?
3) At what part of the lesson will I assess formatively? Summatively?
4) Have I clearly planned how I will transition from each part of the lesson (e.g. intro to activity 1)
5) Have I given thought to what approach to use in each activity? (e.g., direct instruction vs. group work)
6) Do I have enough detail in my activity descriptions to really understand what I will say, do, and assess?
7) Have I considered how my students will react to each activity? Any special learner considerations?
8) Do I know what evidence I am looking for as I assess formatively (e.g.- as you observe students working- what are
you looking for? As you question the students- what types of answers are you hoping to receive?)
9) Does my closure solidify the key points to the lesson?
10) Do I connect my closure to the lesson objectives?

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives: