| Here is a sample lesson plan I created for my practicum placement in 2007/2008 for a Grade 7 Core French class. |
Subject/Course: Core French
Grade Level: 7
Topic: Ribambelle de Rubans, by Robert Munsch
Time Line: Approximately two classes
1. Instructional Expectations and Opportunities
a. Curriculum Expectations
b. Opportunities
2. Pre-Assessment
a) The Learners
b) The Learning Environment
c) Resources
3 & 4. Content and Teaching Strategies
a) Introduction
b) New Learning
c) Consolidation of Learning
d) Application
5. Assessment
6. Reflection
Grade Level: 7
Topic: Ribambelle de Rubans, by Robert Munsch
Time Line: Approximately two classes
1. Instructional Expectations and Opportunities
a. Curriculum Expectations
- listen to and talk about short, oral texts in structured and open-ended situations
- produce a variety of simple responses, in structured and open-ended situations, to convey understanding of written
text in a different form - revise and edit personal writing, using feedback from the teacher and peers, and using resources including
technology
b. Opportunities
- to read a French picture book together as a class
- to think creatively and to write their own idea in French using available resources (including peer editing)
2. Pre-Assessment
a) The Learners
- Students have been taking French since grade 1.
- Students are able to use a variety of reading strategies to predict and make sense of new readings.
b) The Learning Environment
- Students are seated so that they can easily see the SmartBoard.
- The students will have the opportunity to work independently and in partners for this activity.
c) Resources
- Ribambelle de Rubans, by Robert Munsch
- SMART Board
- Scans of the pages of the book
- Enough wide ribbon for each student to have one piece
- A "poster" (a Bristol board cut out) of a girl in a dress
- Black markers
3 & 4. Content and Teaching Strategies
a) Introduction
- Invite students to share which Robert Munsch book is their favourite, and why.
- Ask students if anyone has read a French book outside of class time, and if so, which one and why? (They will
probably not have done this before, but it is a good way to gauge how comfortable students are with the idea.)
b) New Learning
- Have scans of the pages (both text and pictures) on the SMART Board so that all students can easily see the
pictures and text. This will make it easier for students to draw on their reading strategies to make sense of the text. - Have students use prediction strategies at the beginning of each "segment" of the story (ie when each new
character is introduced) based on the clues they can find on the first page of the section. - Read the text aloud in an expressive voice, encouraging students to follow along (read the text as you are saying it)
in order to reinforce the content. - When the repetitive parts of the text arise, have students read along aloud.
- Toward the end of the book, consider having student volunteers take turns reading the text aloud.
c) Consolidation of Learning
- At the end of each "segment" of the book, stop and check for understanding. Have a student summarize the event
that just took place. - When the reading is over, ask students to brainstorm even more ways a ribbon could be used as something other
than a ribbon. Students should think about this as 'homework' overnight in preparation for the follow up activity in
the second class.
d) Application
- This activity should be done in the second class.
- Students will first write their idea for how to use a ribbon creatively in their notebook using all of the available
resources (dictionary, lexique, etc.). - To help them out, write this sentence starter on the board: "On peut utiliser ce ruban pour____________". Point out to
students that the first word in the blank should be a verb in the INFINITIVE form. My example is "... lacer les
souliers." - Once they have written their idea to the best of their ability, they should exchange notebooks with a peer and 'peer
edit' their partner's sentence. Finally, if they wish to check their sentence with a teacher, they may. - Finally, students should take a ribbon (that is already cut to an appropriate length) and a black marker, and write
their idea on the ribbon. Note: inform students that they do not need to write the beginning of the sentence (On
peut...), just the part that they came up with themselves starting with the verb. This is because of limited space on
the ribbon. - When all students have completed this task, have each student "present" their idea to the class by showing their
ribbon and saying their entire sentence aloud. - As students finish reading, collect their ribbons and staple them onto the poster for their class. (See pictures
below.) In the end, the class will see a ribbon dress filled with ribbons for their own unique ideas.
5. Assessment
- Assessment for this lesson is informal observation. I will observe students and their participation during the
reading, work time and presentations. I will be looking primarily for effort and use of classroom resources.
6. Reflection
- This lesson was so much fun! The students seemed to really enjoy the reading of the story and were anxious to
participate by reading aloud themselves. They are really comfortable using the reading strategies (looking at
pictures, scanning for
- familiar words and cognates, etc) and were able to make some very good predictions.
- To make the presentations more interesting and engaging, I asked students to listen to the sentence and then see if
they could guess what the English translation was. They really enjoyed this activity. It also seemed to make the
presenter feel more confident in reading their sentence aloud because it was not a "presentation" as much as it was
a "game". I would definitely use this lesson again as it was a great learning experience that the students really
enjoyed.
My intention was to show students that at the end of seven years of studying French, they have the necessary resources
not to just read out of their Cahier or Magazine, but also to read "real" books written in French. Hopefully this will
encourage and motivate students to continue studying French and to explore opportunities outside of school to use and
develop their French language skills.
To accomplish this, I chose the French translation of a book by a familiar author. This gave students a frame of reference
for the book at the beginning of the lesson that I could build on as we read through the book together.
This lesson demonstrates my ability to:
I used the Nipissing teacher-directed lesson plan template.
not to just read out of their Cahier or Magazine, but also to read "real" books written in French. Hopefully this will
encourage and motivate students to continue studying French and to explore opportunities outside of school to use and
develop their French language skills.
To accomplish this, I chose the French translation of a book by a familiar author. This gave students a frame of reference
for the book at the beginning of the lesson that I could build on as we read through the book together.
This lesson demonstrates my ability to:
- - effectively plan lessons that meet curriculum requirements in a fun
and engaging way
- build on the prior knowledge and skills of students
- effectively use available technology such as the SmartBoard to
enhance student involvement and learning
I used the Nipissing teacher-directed lesson plan template.
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