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 room

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.L.1

Demonstrate command of the conventions of target language grammar and usage when writing or speaking.
Responses/Misconceptio
ns

Activity/Activities
Instructional
Sequence

Setting the Stage

Time*
What does the
teacher do?

(Gain Attention / Activate

Prior Knowledge)

Warm up
reviewed with
class.

Provide
Comprehensible
Input

8 new words are

introduced to
the students in

What will learners

do?

Warm-up
exercise: review
of vocab from
yesterday.
Students are
listening and
repeating,

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

Warm-up will be on a
powerpoint slide

10

Laminated pictures of
vocab words

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

CSUF Daily WL Lesson Plan

Meaningful Guided
Practice
(Elicit Performance &
Provide Feedback)

the manner
they are used
to. The teacher
will hold up a
picture of the
word and model
its
pronunciation.
Students will
repeat. Teacher
will put the
picture on the
board. Teacher
will continue in
this manner,
asking students
yes/no and
either/or
questions until
they are ready
for fill-in
questions.
The teacher will
assist and replay the
recording as
needed

Your Name and School:

answering
questions, and
asking questions
when they have
them

Students will do
a listening
exercise from
page 148 of
their books,
accompanied by
the CD provided
with the book.
In the exercise,
students see
pictures of two
different rooms.
They listen to
hear the names

10

Textbook, CD

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
provide
instructions

Teacher will
provide
instructions for
exit slip

Your Name and School:

of different
items, and mark
whether the
item is in room
A, room B, or
both rooms

Students will
complete a
page from their
workbook in
which they find
and describe
the differences
between two
pictures of a
nearly identical
room
Students will
provide an exit
slip where they
listen to the
teacher list five
things she has
in her room.
They must write
down all five
things

10

Textbook

Paper and pencil

Reflection Notes to Self

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

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

CSUF Daily WL Lesson Plan

Your Name and School:

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)