EDUC 5457 Multiliteracies Lesson Plan

Andre Pereira, Aleigha Charette, Jana Wood

Subject/Grade: Grade 9 Applied French

Suggested Time: 75 minutes (1 class period)
Course Code: FSF1P
Lesson Title: Lost and Found

Lesson Description
In this lesson we will be teaching our students the fundamentals of giving and receiving
directions. This will include basic terms such as right, left, forward, up, down, etc.
They will learn to recognise directional vocabulary and act upon the directions given.
They will also learn how to give simple and clear directions in correct terminology for a
classmate to follow. Time required for students to absorb and respond appropriately to
instructions in French will shorten with practice.

Connection to Culminating Activity

The students upcoming culminating activity is a one-on-one oral evaluation in which
the student gives the teacher verbal directions from Point A to Point B on a paper map
that the class will have practised with before (such as the map in Appendix 1). All the
locations on the map are on slips of paper in a jar from which the student picks two at
random, or the two locations could be randomly generated on a digital device.

Planning Information
Curriculum Connections

Overall Expectations:
A1: Listening to Understand
B2: Speaking to Interact
C1: Reading Comprehension
D1: Purpose, Audience, and Form

Specific Expectations:
A1.2 Demonstrating Understanding: demonstrate an understanding of the
purpose and meaning of oral French texts about new and familiar topics, with
contextual and visual support (e.g., extract key ideas and new vocabulary
[]; follow oral instructions to perform a sequence of tasks)
 B2.2 Interacting: exchange information, ideas, and opinions with the teacher
and their peers in structured and guided spoken interactions about everyday
matters and topics of personal interest, with teacher modelling as appropriate
C1.4 Developing Vocabulary: use a variety of vocabulary acquisition
strategies before, during, and after reading to determine or confirm the
meaning of new, unfamiliar, or recently learned words and expressions
D1.3 Applying Language Structures: communicate their meaning clearly,
using parts of speech appropriately and following conventions for correct
spelling, word order, and punctuation

Learning Goals or Enduring Understandings

Students can give directions

Students can navigate their surroundings using French vocabulary
Students can understand and follow their classmates spoken directions in
French
Students can find and correct the errors in their written directions

Essential Questions

When someone gives you directions in English, do you visualize the locations
in your head afterward, or do you replay the persons words while travelling
to your destination? (This question is to get the students thinking about their
learning style and how they might feel confident in following the directions
they will be given in class.)
When giving instructions to someone else, how many steps should you give a
person at a time, and how will you know when to pause? (This question
requires the students to recognise their classmates body language and
responses in order to make accommodations that will make the process more
successful.)
When someone states right or left to you, how quickly can you respond
correctly? (Grade 9 students would not be of driving age and may not have
much experience navigating. This question and "Simon dit" requires them to
concentrate on spatial awareness as well as speed.)
How can we use maps to give directions or navigate unfamiliar locations?
(This question forces the students to remember their geographical skills and
use landmarks to orient themselves.)
Would you be able to find your way if your GPS failed? (This question
prepares students who always use GPS to use Google Maps and paper maps
as well.)
Prior Knowledge Required

They will know classroom vocabulary such as chair, which will come in
handy for the lesson when a student says, for example, sous la chaise
(under the chair). They will also know some vocabulary in relation to
different buildings in a city, such as school, restaurant, and park.
Students should be able to give and follow directions easily in English before
learning to do so using a French vocabulary.

Differentiated Instruction Details

Some directional vocabulary will be new, and some will be review from elementary
school. The class will be shown several illustrated images with directional terminology
(see Appendices 1, 2, and 3). Students will have access to bilingual dictionaries (in print
or on their smartphones) and we will encourage them to make their own bilingual notes
with illustrations to keep for further reference. Students in genuine need will be
provided with printouts or allowed to copy notes from a classmate.

Knowledge of Students
Our hypothetical classroom of students is a typical group of active, talkative, and easily
bored Grade 9s. We have consequently incorporated plenty of interaction and
kinesthetic activities that will hopefully engage them in participating, understanding,
and using the knowledge. Students will also be able to choose destinations on the map
(skateboard park, pool, or movie theatre, for example) according to their personal
interests. All writing activities may be handwritten or typed according to student
preference.

Need to Know

How well are they able to understand spoken French?

How much does their French understanding need to be scaffolded?
How quickly can they pick up vocabulary and use it correctly?

How to Find Out

As this lesson appears part way into the semester, we will already be familiar with the
students level of comprehension and spoken French. However, a short francophone
video (see Appendix 4) can be used in a previous lesson to gauge their current
understanding of related terminology and pronunciation.
Differentiated Instruction Response

Learning materials (content): students in need of accommodation are

allowed to have printouts of our terminology diagrams or copy notes from a
classmate
Ways of learning (process): the entire lesson allows for a variety of auditory,
visual, interpersonal, and kinesthetic learning
Ways of demonstrating learning (product): this lesson is somewhat informal
and flexible, but as this is a language course, some writing and speaking will
always be required; however, the eventual culminating oral evaluation could
be done privately for shy students or with extra time given
Learning environment: any students with mobility issues will be generously
accommodated, and wide aisles will be arranged between desks so that those
students can participate in the find the beanbag activity

Resources
Graph paper and a beanbag. Also, see Appendix for photos and links below.

Agenda
1. Warm-up: Simon dit
2. New vocabulary: directions
3. Google Maps experimenting
4. Obstacle course
5. Find the beanbag
6. Exit card

Connections
Real world connections are seen in this lesson plan. For instance, if any of them were to
travel to French speaking nations, understanding & following directions is crucial,
especially if you are in a place that you have never been before. The Google Maps
activity could also target the students local neighbourhood or the destination of a
future field trip. This is an example of the practical usage of the French language.

Class Activities
1. Minds On/Hook: We will start off by playing Simon dit so the students are
able to access their prior knowledge of the imperative tense. Teacher would
model being Simon at first, to demonstrate giving such directions as
 marchez (walk), tournez gauche (turn left), or allez dans le couloir (go in
the hallway)
2. Introduction to Vocabulary:
a. We will first brainstorm and ask students what directions they know or
which directions they could pick out from the video (see Appendix 4) to
access prior knowledge.
b. Next, we will show them the directions they will need to know using
illustrated diagrams (Appendices 1, 2, and 3) and give the students time
to write down their own illustrated bilingual notes and practice
pronouncing the words.
a. Google Map: We will then project a Google Map (see Appendix 5) of the area on
the overhead or Smartboard. First, we will give directions as a class to specific
places in London. (See Appendix 6 for an example route from a downtown
London parking lot to a caf, park, and concert venue.) After sufficient practice,
the students will take turns giving each other directions to stores, restaurants, or
a family members house from a certain starting point with partners. Students
will use the Google Maps app on their mobile devices to complete this activity;
any students without a smartphone can share with a partner.
b. Obstacle course: On graph paper, students will create a simple maze or map
(designer Dimension of New Learning) and write directions for the correct
route. Any student with an IEP who uses an assistive device (tablet, laptop, etc.)
may draw using the device if preferred. They will then tell partner aloud how to
get from Point A to Point B and avoid obstacles. The blindfolded partner, without
initially knowing what Point A and Point B are, must follow the directions and
attempt to trace the correct route in pencil. If the partner following the directions
runs into any serious difficulties, those directions must be edited before handing
them in the next day (Assessment of Learning).
1. Find the Beanbag: Then we will finish the class with an activity of hiding a
beanbag (or other object) somewhere in the classroom and giving directions to a
blindfolded student. Before the students begin this activity, the floor will be
cleared of backpacks and other trip hazards, and the teacher will give explicit
instructions on how to safely perform this activity.
a. Exit card: Students will complete a metacognitive exit card on scrap paper
(Assessment as Learning). They must choose at least three questions to answer.
a. How did this lesson make you feel about your French abilities?
b. Which activity helped you learn the most?
c. What about today's lesson would you change if you could?
d. What is your opinion on the way we used technology in today's class?
e. What do you want to learn more about in this class?
Extension/Homework:
Students will edit the written directions to their graph paper obstacle courses
and hand in these three items the following day: the obstacle course, the final
version of the instructions, and an explanation (in English) of what changes they
made and why.
If desired, students can create their own mall layouts or dream house blueprints
and practice writing directions to a partner instructing how to get to specific
places.
If desired, students can experiment using French vocabulary to narrate their
attempts to get through a maze using the Amazing Maze app (see Appendix 7).

Assessment

Spoken assessment, Assessment for Learning: Each student gives directions to a

partner (Look-fors: correct vocabulary and grammar, fluency, pronunciation)
Written assessment, Assessment for Learning & Assessment as Learning: Students
will hand in an edited version of their written directions, including what
changes they made and why (metacognition)
Reading assessment, Assessment as Learning: Students follow the instructions
given by their partners (this is a form of peer evaluation; if the student is
unable to follow a partner's directions, those directions should be improved)

Teacher Reflection on Lesson:

Aspects that worked:

Changes for next time:

Theoretical Justification
In this lesson, we will have applied three of the four pedagogical principles:
experiencing, applying, and conceptualizing. We will have also applied the four
dimensions of new learning: designers, learner differences, synaesthesia, and
metacognition. Through direction telling, learners will be able to experience as well as
use the concept of synaesthesia because they are using more than one sense (hearing
and touch) in order to find the end goal which is the beanbag. Learners are also
applying what they have previously learned in the days class by actively searching.
Students are also actively engaged in the reflection piece aspect which is an important
part of multimodal literacy. They will do by through writing and editing their own
directions for their classmates, as well as by writing the exit card at the end.
Additionally, various aspects of this lesson appeal to auditory, visual, and kinesthetic
learners. This lesson is also embedded with some of the 15 characteristics of a 21st
century teacher, including using smartphones, learner-centered classroom, new
technologies (Google Maps App), and collaboration. This lesson makes affordances for
technology and multiple intelligences, but its limited cultural and cross-curricular
connections may be a limitation.

Appendix
1.
2.
3.
4. Quand je vais l'cole - French song to learn the places in town:
https://www.youtube.com/watch?v=3zRAjXA8uJg
5. https://www.google.com/maps
6.

Google Map de centre-ville

Sortez le parking de la rue Albert
Tournez gauche et continuez
Traversez la rue Richmond, achetez un chocolat chaud au cafe Williams, et
entrez le parc Victoria
Traversez le parc et traversez la rue Wellington vers Centennial Hall
Amusez-vous au concert!

7. Maze puzzle app - "3D Maze (The Labyrinth)":

https://play.google.com/store/apps/details?id=com.RAM.AMAZINGMAZE