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Student Teacher: ____Audrey Pelletier­Sciutto_____

Elementary cycle 2 and 3: Daily lesson plan (adapted for DLS2003 and DDL5310)

Group: __________________________ Grade level and Program: ______Cycle3, Grade 6 students______________________________________ Duration: _____60 min______

Goals for the period

Overall description
 Make students write down some short basic conversation examples.
 Demonstrate how the sentences can be used.
 Explain and then play a game of human bingo.
 Review the answers with the students.

Competency Key feature(s) Evaluation Criteria (from the Framework for the Evaluation of Learning)
C1­To interact orally in English  The student takes the initiative to transmit – Use of functional language. 
oral messages using strategies. – Use of strategies.
 The student maintains oral interaction  – Participation in exchanges. 
using strategies.

Essential Knowledge from the POL

Functional language: useful expressions Functional language: vocabulary Language Conventions
Asking for help or clarification: Theme­related: Verb tenses:
 Asks for clarification.  Uses targeted vocabulary to carry out   Uses knowledge of verb tenses to 
tasks. construct meaning.
Feelings, interests, tastes, preferences E.g.
 Expresses own feelings, interests, tastes,   Hobbies
preferences.  Favorite activities.
 Feelings
 Expresses others’ feelings, interests, 
 Names
tastes, preferences.
 Inquires about others’ feelings, interests, 
tastes, preferences.

2013-2014 Daily lesson planning template 2nd Internship

Text Components Strategies Cultural Products
Key elements: Asking for clarification:
 Identifies facts.  Request speaker to repeat or explain. A game: Bingo
 Maintains attention during tasks.
 Makes use of material resources.
 Works and learns with others.

Period Start-up Routines

 Greet the students at the door or go get them where needed.
 Write date on the board with the students.
 Take attendance.

( Have all the vocabulary already written on the board )

1. Introduction and What students are expected Rationale

What the teacher does to do or say
hook (Your pedagogical reasons)
Estimated Time
 Explain what’s on the board:
 Listen to the explanation and then take notes
1. It’s for them to be able to have a conversation and about what’s on the board. Activate prior knowledge and
15 min be able to play a game. get them ready for the
2. Ask them to write it down in their notebook.  Actively participate by practicing with the teacher upcoming activity.
3. When they are done, practice with them the what’s on the board.

Daily lesson planning template 2014-2015

2. Carrying out the What students are expected Rationale
What the teacher does
task to do or say (Your pedagogical reasons)
Estimated Time
10 min  Explain the human bingo game:  Listen to the explanations given by the teacher.
Give them instructions before in
1. You are given a sheet with many different short order to have them well
descriptions on it. informed about what they’re
2. You have to find the people who will fit the going to be doing.

3. You have to walk around the class and ask

classmates questions using the notes given by the

4. They have to use the conversation model written in

their notebook and they can use it at all time.

5. When the description fits you write the person’s name

in the little square with the description.

6. You can’t use someone’s name twice.

 Warn students that they must speak English at all-time Encourage them to actually
otherwise if too much French is spoken a writing activity will practice the language they’re
be done instead. (With sharing their answers at the end but  Be aware of the consequences if they don’t trying to learn.
5 min it won’t be mainly speaking.) participate well, as well as understanding that
they must use English.
 Model the activity:
1. Show the handout to the students and pretend to fit a Show a concrete example to
description.  Actively listen to what the teacher is the students of what is
5 min 2. Write your name. demonstrating and if required ask questions. expected from them.

 Tell the students what will be the signal for the end of the
activity  closing the lights.

 Makes sure every student understands and then hand the

15 min activity sheets.

 Walk around and make sure they participate well using

Daily lesson planning template 2014-2015
2. Carrying out the What students are expected Rationale
What the teacher does
task to do or say (Your pedagogical reasons)
English.  Actively participate during the activity and use
English as much as possible.
 Take notes about the errors students make to know what
needs to be worked on.

3. Closure (reflecting on What students are expected Rationale

What the teacher does
the learning) to do or say (Your pedagogical reasons)
Estimated Time
10 min  Close the lights and wait for students to go back to their  Calmly go back to their desks and then
places. remain quiet. Make sure the activity was well
suited or what needs to be
 Ask students what they thought about the activity.  Share the answers they got with the teacher improved.
and tell how they felt towards the activity.
 Ask them to share their answers

4. Last words to Have a nice day!



Try and practice the basic conversation at home or with friends.

Daily lesson planning template 2014-2015

Anticipated problems/Differentiation Solutions/Plan B
1. Warn them before that they must speak English otherwise it
1. Students use French instead of English for the activity. will be a writing task where they will be writing and then
2. Students refuse to participate. answering a series of questions and then they will have a
3. Activity is too short. short before of time to share their answers.
4. Students don’t understand the activity.
2. Encourage them to demonstrate enthusiasm in activity, tell
them it’s going to be a fun game, if they still refuse just ask
them to stay at their place and do the activity by themselves
using their friends’ names on the sheet.

3. Ask the students ideas to make the game more fun or

different and discuss it in class.

4. Repeat, rephrase and demonstrate a lot.

Materials required for the students

 Their Canada exercise book

 A pencil

Materials required for the teacher

 Handouts for every students

 Chalk for the board
 Pencil for the demonstration

Daily lesson planning template 2014-2015

Post-teaching Group: 322 Group: 321 Group: Group:
1. Extent to which  Students used showed  Students used often the
goals for this period vocabulary. new vocabulary.
were reached  Students we not shy to  Used the dictionary when
(based on go around and ask they didn’t understand
observable questions. words.
elements from  Students asked for help  Used the model showed.
criteria OR based using English when they
on targeted criteria) were having some
trouble with the activity.
2. Strong points  Take the time to calm  Students would try a lot .
including what can down and listen to and demonstrate
be kept (classroom explanations clearly enthusiasms.
management, before the activity.
pacing, teaching  Very high level of
strategies, student participation when
response, goals set, speaking activity.
3. Problems  Maybe a little too much  A lot of students didn’t
encountered excitement at some understand the activity.
(classroom point.  Forgot to calm them at
management,  Activity didn’t take the beginning of the
pacing, teaching enough time. period, a lot of them
strategies, student weren’t paying attention
response, goals set, enough.
activities)  Students would start
talking in French to ask
4. Changes to be  Give more time to  Give even more time to
made for future students to copy the copy the information.
periods (If you had information on the board.  Re-phrase and repeat
to do it again...)  Model with examples of often the rules even if
Add the proposed changes
to your lesson plan using
the actual game, not students say they
the “track changes” random examples. understand.
function and resubmit this
to your supervisor
Daily lesson planning template 2014-2015
Daily lesson planning template 2014-2015