CSUF Daily WL Lesson Plan

Language and Level

French 1

Your Name and School:

Unit Theme

Essential Question(s)

En Ville

How do French people

interact with their
community?

Day
in
Unit
1

Perio
d
Leng
th

Learning Objectives (Can-Do

Statements)

(Minut
es)

53

can describe my city

Content Standards (CA, ACTFL, and CCSS)

CA WL Standards:
A.1.1.d Home and neighborhood
B.1.2 Interpret written, spoken, or signed (ASL) language.
B.1.4 List, name, identify, and enumerate.
SFLL: 1.2: Students understand and interpret written and spoken language on a variety of topics.
CCSS:
CCSS.ELA-LITERACY.CCRA.R.4

Interpret words and phrases as they are used in a text

Responses/Misconceptio
ns

Activity/Activities
Instructional
Sequence

Setting the Stage

(Gain Attention / Activate
Prior Knowledge)

Time*
What does the
teacher do?

Homework is
checked and
gone over with
class

What will learners

do?

As students
walk in,
Bienvenue
Tours! will be
written on the
board, and

How
many
minute
s?

What are the anticipated

student responses? How will
you provide feedback? What
are any common
misconceptions they may
have? How will you address
this?

Materials,
Resources, and
Technology
What materials will you
develop? What materials
will you bring in from
other sources? Embed
links when possible.

10

CSUF Daily WL Lesson Plan adapted from The Keys to Planning for Language Learning. Clementi & Terrill. (2013)

CSUF Daily WL Lesson Plan

Provide
Comprehensible
Input

Meaningful Guided
Practice
(Elicit Performance &
Provide Feedback)

Students will be
informed that
they are going
on an exchange
trip to Tours for
one semester,
and that their
host family has
written them a
letter. The
teacher will
provide a bit of
information
about Tours,
such as its
location and
what it is known
for
Teacher reads
letter aloud

Your Name and School:

pictures of the
city will be hung
around the
room.
Homework
checked and
gone over
Students will ask
10
questions if they
have any

Students will
receive the
letter and read
it to themselves
as the teacher
reads it aloud.
Then, they will
read it again
silently to
themselves. The
teacher will

10

Textbook

Letter

CSUF Daily WL Lesson Plan adapted from The Keys to Planning for Language Learning. Clementi & Terrill. (2013)

CSUF Daily WL Lesson Plan

Provide
Comprehensible
Input (if applicable)
Guided or
Independent Practice
as applicable
(Elicit Performance &
Provide Feedback) (if
applicable)

Closure
(Enhance Retention &
Transfer)

Teacher will give

students
assignment
handout and
explain
assignment

Your Name and School:

monitor and
answer any
questions the
students may
have about the
letter.

Students will
receive a
worksheet with
comprehension
questions about
the letter they
have just read.
Students will
begin
brainstorming
their responses
to their letter
from their host
family

10

worksheet

10

assignment handout

Reflection Notes to Self

What worked well? Why? What didnt work? Why? What changes would you make if you taught this lesson again?

Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain
attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle
(provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.
*

CSUF Daily WL Lesson Plan adapted from The Keys to Planning for Language Learning. Clementi & Terrill. (2013)