SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Diego Cervantes 802359331 French
Class Title Lesson Title Unit Title Grade Levels Total Minutes
French 1 Futur Proche Going Places 9th Grade 53 min
CLASS DESCRIPTION (including specific special needs and language proficiencies) Commented [WU1]: The idea here is that it has been difficult to
The classroom has 40 student desks. They are situated in 10 clusters of 4 desks facing each other. The teacher’s desk is assess the appropriateness of the adaptations TCs list when we (the
assessor) do not know the identified special needs or the language
in the back corner with a great view of all the students. The class is composed of 25 students, 14 male and 11 female. 20 proficiency of the students. The hope is that the cue to include more
of the students are of Latino origin, 4 Asian students and 1 White non-Hispanic. There are 3 EL students in this specific information will improve both the adaptations in the plan
and our ability to give feedback to the TC.
classroom, two male and one female.

Every student in this class is taking French for the first time and should be considered beginners. One student has a
serious vision problem therefore, she is placed at the front of the class.

STANDARDS, OBJECTIVES, & ACCOMDOATIONS

Content Objective(s) SDAIE (Integrated ELD) Strategies
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor, for developing knowledge in the
Technical Subjects, NGSS, and Content Standards
affective) content area Commented [WU2]: The idea here is to emphasize that students
Content should engage in purposeful speaking, listening, reading, and/or
writing to accomplish lesson objectives. Specific embodiments
Stage 2 Students will be able to use should be italicized in the lesson body.
2.1 Students address topics related to self and the the futur proche to tell
immediate environment, including: what they are going to do in
g. Cultural and leisure-time activities, outdoor, recreational the near future Graphic organizers
activities, music Collaborative groupings
In pairs students will be Questioning techniques
Communication able create a dialogue
Stage 2 explaining what they will do
2.0 Students use created language (sentences and string of on the weekend
sentences)
Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary Commented [WU3]: This is a new addition to make TC more
aware of any general academic (tier II) and content-specific (tier III)
DIALOGUE, CREATE, EXPLAIN Near Future Tense, Graphic Organizer vocabulary in the lesson.
Disciplinary Language SDAIE Strategies for developing
English Language Development Standards (ELD)
Objective(s) knowledge of disciplinary English Commented [WU4]: The idea here is to emphasize that students
should learn how to read and communicate effectively in their
N/A N/A N/A discipline. Specific embodiments should be italicized in the lesson
body.
Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs Specific Accommodations Commented [TT5]: The TC should collaborate with the general
education teacher to accommodate for the identified special needs
A student has an auditory problem highlighted in an IEP Student is placed in the front of the class (e.g., social, academic, environmental). Too, access the IEP at a
Glance to know the specific needs.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching Commented [TT6]: The TC should show evidence of making
Once students have answered The warmup will let teacher adaptations or accommodations based on identified special needs.
On the board students will be the warmup questions, teacher know how much of the Commented [WU7]: Using the backwards design method, after
Students will begin the class have to answer a few will go over the correct previous lesson students TCs identify what they want students to learn, they should identify
EL with a quick warmup of 5 questions reviewing the verb answers, calling on some already know. Teacher can how they will know when it is learned through assessments.
Assessment comes before instruction in the planning process.
questions aller and the way it is students to give them and decide whether or not to
conjugated provide immediate oral review a bit more or move
feedback forward with the lesson
Teacher will model on the Teacher will use call and The lesson will provide ample
Students will learn how to tell
smartboard how to use the response to gauge student opportunities for various
PM what will happen in the near
near future with the verb aller knowledge learning styles to showcase
future using the verb aller
their strengths. Teacher will
 Teacher and students will Teacher will provide learn where student’s
review some vocabulary of immediate oral feedback to the strengths and weaknesses are.
places they can go to in the review of the vocabulary and
real world –er verbs The activities in this lesson will
inform the teacher on whether
Teacher will quickly review During the group graphic or not to use this same
some common –er verbs and organizer activity, teacher will approach in the future or try a
have them posted on the walk around the classroom and different approach
board for students to reflect on offer additional assistance to
any students
In pairs students will work to
create a graphic organizer
illustrating 4 activities that will
happen in the near future
Before the bell rings teacher
This type of strategy will help
will randomly call on a handful Teacher will provide
Students will perform an exit inform teacher of how many
S of students to answer immediate oral feedback as
ticket at the end of class students retained the content
questions regarding the student’s give answers
of the day’s lesson
content of the day’s lesson
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Teacher will take roll
Teacher will already have the warm up question of the day ready
Students will come in and look at the agenda for the day and wait
for when students walk in
for teacher’s instruction
10 min Teacher will ask for volunteers to discuss the warm up questions
Student’s will answer the warm up question of the day in their
in class
notebooks
Teacher will go over answers as a class and answer any
misconceptions or concerns
Lesson Body
Time Teacher Does Student Does
Teacher will introduce the futur proche to students by modeling
sentence structures on the board
Students will take notes in their notebook as teacher models the
Teacher will go over vocabulary of places to go (les endroits) in
new near future tense
the real world
Students will response to teacher’s prompt of previous
Teacher will use Cold Calling technique to jog student’s memory
vocabulary of places
of previous vocabulary
30 min Students will complete a workbook page to review –er verbs
Teacher will review commonly used –er verbs for students to use
Students will look at list of –er verbs teacher posts
in the graphic organizer activity by completing some questions in
Students will get paired up to begin graphic organizer activity
the workbook
Students will construct 4 sentences using the futur proche to go
Teacher will post –er verbs on board for students to refer to
along with 4 illustrations describing the sentence
Teacher will give insructions on how to perform Graphic
Organizer activity
Lesson Closure
Time Teacher Does Student Does
On the smartboard teacher will have 3 dice that turn when
Students, when called upon will create sentences based on what
7 min touched, to call on students to construct sentences using the
the dice on the smartboard show
futur proche
Instructional Materials, Equipment, and Multimedia
Smartboard, textbook, workbook,
Co-Teaching Strategies
☐One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☒Not applicable
CO-PLANNING NOTES