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       Name:          Jenna  Wood            Cohort:  ____________  

Lesson  Plan  
Lesson  Title:                  Learning  to  Give  Directions                          Grade:              8  grade            Date:        10/26/17        

Subject:            French            Strand:        Core  French          Location:          Classroom  setting      Time:  (length  in  minutes):        75  minutes    

Lesson  Plan  Description  –  (one/two  paragraphs  with  general  details  about  what  you  will  do  and  how  you  will  do  it)  
Today  we  will  be  learning  key  phrases  to  use  when  giving  somebody  directions.  We  will  be  starting  off  by  introducing  
these  key  phrases  by  using  pictures  and  signs  as  well  as  using  a  “me,  we,  you”  approach.  I  will  start  by  saying  all  the  
new  phrases,  we  will  then  say  all  the  new  phrases  together,  and  then  the  students  will  use  the  phrases.  To  build  off  of  
the  phrases  and  make  sure  students  understand  a  (catchy)  song  will  be  introduced  where  we  will  be  singing  and  doing  
the  movements.  This  will  get  the  students  up  and  moving  and  actually  doing  all  the  actions  that  they  need  to  learn.  To  
put  our  learning  into  action  we  will  be  going  outside  and  running  a  leading  activity.  In  partners  students  will  lead  each  
other  to  target  areas  using  the  key  phrases  we  learned  in  class.  Students  will  have  to  speak  clearly  and  use  correct  
terms  so  their  partner  will  make  it  to  the  target.  Their  partner  also  has  to  listen  carefully  and  making  sure  they  
understand  the  directions  that  are  being  given  to  them.    
Ontario  Curricular  Overall  Expectations  (numbers  from  documents  and  details)  
B1.  Speaking  to  Communicate.  Communicate  their  information  and  ideas  orally  in  French  while  using  a  variety  of  
different  speaking  strategies  as  well  as  age  and  grade  appropriate  language  for  the  purpose  and  audience.    
A1.  Listening  to  Understand.  Determining  meaning  in  a  variety  of  oral  French  texts,  using  a  range  of  listening  
Ontario  Curricular  Specific  Expectations    (numbers  from  documents  and  details)  selected  &  listed  from  the  Ont.  Curriculum,  refined  when  
necessary,  has  verbs  that  are  observable  &  measureable,  has  realistic  number  of  expectations  (1  to  3)  have  expectations  that  match  assessment.  Should  coincide  
with  Overall  Expectations.    
B1.2  –  Producing  Oral  Communications.  Producing  rehearsed  and  more  spontaneous  messages  in  French  to  
communicate  ideas  and  information  about  subjects  of  personal  interest,  with  contextual,  auditory,  and  visual  support  
B1.3  –  Speaking  with  Fluency.  Speaking  with  a  smooth  pace,  appropriate  intonation,  and  accurate  pronunciation  in  
rehearsed  communications  about  a  range  of  familiar  topics  
A1.2  –  Demonstrating  Understanding.  Demonstrating  an  understanding  of  the  purpose  and  meaning  of  oral  French  
texts  containing  increasingly  complex  messages  about  everyday  matters  and  matters  of  personal  interest,  with  
contextual  and  visual  support    
Learning  Goals  Discuss  with  students:  What  will  I  be  learning  today?  (clearly  identify  what  students  are  expected  to  know  and  be  able  to  do,  in  language  
that  students  can  readily  understand)  

Today  I  will  learn…  
• New  words  to  direct  a  person    
• How  to  give  someone  in  our  class  directions  to  get  from  point  A  to  point  B  
• How  to  listen  to  directions  so  I  can  get  from  point  A  to  point  B  
Success  Criteria  Discuss  with  students:  How  will  I  know  I  have  learned  what  I  need  to  learn?  (clearly  identify  the  criteria  to  assess  student’s  learning,  as  well  
as  what  evidence  of  learning  students  will  provide  to  demonstrate  their  knowledge,  skills  and  thinking,  in  language  that  students  can  readily  understand)  

Drafted  by  Lakehead  University  Orillia  Faculty  of  Education  Team-­‐August  2013  
I  can:  Properly  use  new  phrases  such  as  “tournez  à  gauche,  tournez  à  droite,  tout  droit  etc.”  
I  can:  Direct  someone  around  the  classroom  
I  can:  Listen  and  follow  directions  from  another  person    
Assessment  –  how  will  I  know  students  have  learned  what  I  intended?  
Achievement  Chart  Categories  (highlight/circle  the  ones  that  apply):    Knowledge  and  Understanding;  Thinking;  Communication;  Application  

Assessment  For,  As,  Of  Learning  (Complete  the  chart  below)  

Assessment  Mode:   Assessment  Strategy   Assessment  Tool  
Written,  Oral,  Performance   Specific  task  for  students   Instrument  used  to  record  data  
(Write,  Say,  Do)   e.g.,  turn  and  talk,  brainstorming,  mind  map,  debate,  etc.   i.e.,  rubric,  checklist,  observation  sheet,  etc.  

Say   Turn  and  talk  to  a  partner   Observation    
Say/Do   Think,  Pair,  Share   Observation    
Do   Thumbs  (up  and  down)   Observation  
Prior  Learning:  Prior  to  this  lesson,  students  will  have  
• Learned  how  to  discuss  topics  of  interest    
• Learned  how  to  present  a  personal  point  of  view  
• Learned  how  to  explain  an  everyday  situation  

Learning  Skills/Work  Habits    
Highlight/circle  ones  that  are  addressed:  responsibility,  organization,  independent  work,  collaboration,  initiative,  self-­‐regulation  
Highlight/circle  ones  that  are  assessed:  responsibility,  organization,  independent  work,  collaboration,  initiative,  self-­‐regulation  

New  Vocabulary  (for  word  wall  and/or  to  develop  schema)  
Tournez  à  gauche,  tournez  à  droite,  tout  droit,  asseyez-­‐vous,  levez-­‐vous    
Resources  and  Materials  /Technology  Integration  List  ALL  items  necessary  for  delivery  of  the  lesson.  Include  any  attachments  of  student  
worksheets  used  and  teacher  support  material  that  will  support  communication  of  instruction.  Include  the  use  of  Information  Technology  (ICT)  in  your  lesson  plan  
where  appropriate.  Include  any  relevant  web  links.    
Pictures/signs  for  directions  see  appendix  A  -­‐-­‐>  a  song  to  help  remember  directions  and  other  fun  

phrases  for  the  classroom  
• Loose  leaf  paper    
• Blindfolds  (can  you  bandanas  or  Buffs)    
• Hula-­‐hoops  (enough  for  half  the  class)    
• Cones  (enough  for  half  the  class)  
Learning  Environment  (grouping;  transitions;  physical  set  up).  Sketch  a  picture  on  an  attached  page  of  classroom  setup.  Make  sure  to  consider  where  
materials  will  be  placed  if  students  need  to  access  them.  Here,  write  a  short  justification  of  why  the  classroom  will  be  organized  like  it  is  (this  matters  for  learning).  
See  Appendix  B  for  a  picture  of  the  classroom  setup.    
The  classroom  will  be  organized  in  groups  of  4.  This  is  so  that  students  can  work  independently,  students  can  get  into  
partners  to  work  together  and  work  in  small  groups.  There  is  also  a  space  in  the  classroom  to  do  larger  group  activities  
such  as  the  formative  assessment  inside-­‐outside  circles.    
For  this  lesson  the  final  activity  will  require  an  open  space.  This  could  be  the  gymnasium  or  weather  permitted  
outside.  Appendix  C  
Cross  Curricular  Links  (especially  important  for  gr  7/8  lesson  plans.  Don’t  agonize  over  this)  
• This  lesson  and  lessons  to  come  in  this  unit  can  be  linked  to  Geography  as  well  as  simple  Mathematics    

Drafted  by  Lakehead  University  Orillia  Faculty  of  Education  Team-­‐August  2013  
Lesson  –  Delivery  Format  
Write  the  lesson  description  with  enough  detail  that  another  teacher  could  replicate  the  lesson  without  a  personal  discussion.  
What  Teachers  Do:   What  Students  do:  
Minds  on:    Motivational  Hook/engagement  /introduction    (5-­‐15  min)    
Establish  a  positive  learning  environment,  connect  to  prior  learning,  set  the  context  for  learning,  pre-­‐determine  key  questions  to  guide  lesson  
Time:        9:00am    -­‐      9:15am    (Indicate  time  breakdown  of  instructional  elements)  

• Once  class  starts  reminding  students  that  when  in  the   • Students  are  expected  to  speak  to  the  best  of  their  
classroom  they  are  expected  to  speak  French   ability  in  French  while  they  are  in  class  
• While  teacher  sets  up  for  the  lesson,  teacher  will   • Students  will  discuss  the  first  questions  with  their  
instruct  the  students  to  reflect  and  discuss  the   small  groups.  They  are  to  think  of  past  presentations  
question:  “Comment  est-­‐ce  que  le  fait  de  partager  tes   and  how  it  helped  to  practice  with  a  partner  
idées  avec  un  partenaire  avant  de  les  partager  avec  le    
groupe  t’aide  à  améliorer  ta  precision  et  ta  fluidité  
• Once  the  teacher  is  settled  in  he/she  will  ask  students   • Students  will  think  about  their  favorite  spot  around  
to  think  about  their  favorite  spot  around  town     town  
• Teacher  will  walk  around  the  class  and  listen  to  the   • They  will  pair  up  with  their  partner  and  talk  about  this  
quality  of  French  as  well  as  the  different  spots  chosen     spot  
  • Then  share  in  their  small  groups  as  well  to  practice  
• Teacher  will  then  ask  the  students  how  easy  they   • Students  will  briefly  reflect  on  the  question  and  can  
think  it  is  to  direct  someone  to  their  “favorite  spot”   share  with  their  partner    
• Teacher  will  again  walk  around  the  classroom  
observing  conversion    
Action:    During  /working  on  it  (time  given  for  each  component,  suggested  15-­‐40  min)    
Introduce  new  learning  or  extend/reinforce  prior  learning,  provide  opportunities  for  practice  &  application  of  learning  
Time:        9:15am  -­‐      9:55am    (Indicate  time  breakdown  of  instructional  elements)  
• Introducing  Key  Phrases/Terms  (10  mins)    
• Teacher  will  introduce  the  new  key  terms  for  the   • Students  will  follow  instructions  and  start  raising  the  
lesson  starting  by  asking  students  to  raise  their  left   correct  hand  that  the  teacher  is  saying  
hand  followed  by  their  right  hand    
• One  by  one  teacher  will  take  the  pictures/signs  from    
appendix  A  and  put  them  up  on  the  board  starting    
with  “Tournez  à  gauche”,  followed  by  “Tournez  à    
droite”  and  finally  “Tout  droit”    
• The  teacher  will  say  one  phrase  at  a  time  and  get   • Students  will  repeat  the  phrases  after  the  teacher  has  
students  to  repeat   said  them  
• The  teacher  can  use  hand  gestures  to  demonstrate    
the  directions  he/she  is  saying    
• Teacher  will  use  thumb  up,  in  the  middle  or  down  to   • When  asked  students  will  show  the  teacher  with  your  
assess  the  students  comprehension     thumb  if  they  understand  and  are  ready  to  move  on  
• Based  on  the  feedback  teacher  will  then  move  on  to   (thumb  up),  if  they  sort  of  understand  but  want  to  go  
the  next  activity,  go  over  phrases  that  students  are   over  it  one  more  time  (thumb  in  the  middle),  or  
struggling  with  or  go  back  to  using  simple  words  of   absolutely  have  no  idea  what  just  happened  (thumb  
description     down).  
• The  Classroom/Directions  Song  (10  mins)   • Students  will  listen  to  instructions  and  stand  up  and  
• Introduce  two  new  easy  terms:  “asseyez-­‐vous”  and   do  the  movements  with  the  teacher  
“levez-­‐vous”   • Once  the  song  starts  students  will  continue  the  
• Teacher  will  open  up  link  to  the  YouTube  video  and   movements  at  a  fast  pace  will  singing  along  
explain  to  students  that  we  will  be  singing  and  

Drafted  by  Lakehead  University  Orillia  Faculty  of  Education  Team-­‐August  2013  
moving  along  to  the  song.  First  we  are  going  to  start  
by  standing  up  and  having  the  chairs  directly  behind  
us  we  will  then  go  slowly  with  directions:  
•  Turnez  à  la  gauche  (physically  turn  to  the  left  side  of  
the  chair),  turnez  à  la  droite  (physically  turn  to  the  
right  side  of  the  chair),  asseyez  vous  (sit  down  in  the  
chair),  levez-­‐vous  (stand  back  up),  fait  un  tourn  
complete  (do  a  spin)    
• Once  students  have  gotten  the  hang  of  the  
movements  you  can  start  the  song  (it  is  at  a  fast  pace)  
• Giving  directions  (Outdoors)  (20  mins)    
• Teacher  will  instruct  students  to  get  into  their   • Students  will  be  in  their  desk  partners  
partners,  grab  a  blind  fold  and  line  up  on  a  cone     • They  will  use  the  phrases:  tournez  à  la  gauche,  
• The  teacher  will  lay  out  a  hula-­‐hoop  5  meters  from   tournez  à  la  droite,  and  tout  droit  to  get  their  partner  
each  cone  (see  appendix  C)   to  the  other  side  of  the  field  
• Teacher  will  instruct  students  that  one  partner  will  be   • The  partner  who  is  blindfolded  will  have  to  listen  
blindfolded  and  will  not  be  able  to  see.  In  French  the   closely  and  understand  the  directions  their  partner  is  
partner  who  can  see  has  to  direct  the  blindfolded   giving  them    
partner  (using  the  new  phrases)  across  to  the  hula-­‐ • Partners  will  switch  rolls  to  get  practice  at  giving  
hoop.   directions  and  receiving  directions  
• Once  everyone  has  reached  the  hula-­‐hoop  the  
teacher  will  instruct  the  partners  to  switch  rolls  and  
head  back  to  their  cone  
• Teacher  will  observe  students  throughout  activity  for  
proper  word  use    
Consolidation  &  Connection  (Reflect  and  Connect)  (5-­‐15  min.)      
Help  students  demonstrate  what  they  have  learned,  provide  opportunities  for  consolidation  and  reflection  
Time:    9:55am    -­‐    10:10am    (Indicate  time  breakdown  of  instructional  elements)  
• Using  thumbs  the  teacher  will  ask  students  how  they   • Students  will  show  thumbs  up,  middle,  or  down  to  
feel  about  directing  a  classmate  around  the   show  their  understanding    
classroom.     • If  one  student  wants  to  show  off  their  directing  skills  
• Would  a  student  be  able  to  direct  teacher  around   they  will  direct  the  teacher  around  the  classroom  
classroom?   • Students  will  reflect  on  the  question  and  chat  with  
• Going  back  to  a  question  from  the  beginning  of  the   their  group  about  what  they  think.  If  they  are  ready  
class.  However  with  the  knowledge  of  the  lesson  they   they  can  discuss  how  they  would  get  there  from  
should  be  able  to  answer  it  differently:  Thinking  back   school  using  street  names  
to  your  favorite  spot  in  town  now  after  our  new  
learning  would  it  be  easier  to  direct  someone  to  that  
spot?  If  yes  please  explain  why?  And  if  now  explain  
why?  If  comfortable  students  can  try  to  direct  
someone  there  with  street  names.  
• Teacher  will  walk  around  the  class  observing  
Extension  Activities/Next  Steps  (where  will  this  lesson  lead  to  next)    

• Next  class  we  will  be  looking  at  the  map  of  Thunder  Bay  and  directing  each  other  around  the  town  to  different  
places  (e.g.,  the  mall,  different  schools,  the  movie  theater  etc.)  
Personal  Reflection  (what  went  well,  what  would  I  change,  what  will  I  have  to  consider  in  my  next  lesson  for  this  subject/topic)  
The  Lesson:  
The  Teacher:  

Drafted  by  Lakehead  University  Orillia  Faculty  of  Education  Team-­‐August  2013  
Appendix  A  


Tournez  à  Gauche  
Tournez  à  Droite  

Tout  Droit  

Drafted  by  Lakehead  University  Orillia  Faculty  of  Education  Team-­‐August  2013  
Appendix  B  




(for  n ew  words)  

Word  wall    
Teacher  desk  
  Student  Desks  





Black  Board/  White  Board/SMART  board  

Room  for  larger  
group  activities  











Drafted  by  Lakehead  University  Orillia  Faculty  of  Education  Team-­‐August  2013  
Appendix  C  





Drafted  by  Lakehead  University  Orillia  Faculty  of  Education  Team-­‐August  2013