Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Amberleigh Greene

Date 11/14/18 Subject/ Topic/ Theme Noel Grade ________10________

I. Objectives
How does this lesson connect to the unit plan?
Like the other lessons in the unit, this lesson seeks to analyze underlying themes and issues relating to French holidays.
Students will use language they have already learned to dialogue about Noel in France
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional

 Interpret a French Christmas song and understand it’s meaning.

U, E

 Translate short music lyrics into English

Ap
 Create a music video reflecting major themes in a French song. C, An X
 Apply new vocab to pictures and songs showing people experiencing Christmas in different ways.
Ap X

Common Core standards (or GLCEs if not available in Common Core) addressed:
1.2.N.L.a Demonstrate understanding of oral classroom language in the target language including directions,
commands, and requests
1.2.N.R.b Understand main idea of simple accessible written materials in the target language such as, textbook
passages, age-appropriate magazine and newspaper articles/ ads, websites/internet, poetry or stories
2.1.N.F.e Explain the practices and significance of an important: • civil or religious holiday or celebration AND
• regional holiday or celebration AND • personal or family holiday or celebration within a community or
culture in which the target language is spoken
3.2.N.a Use audio, visual, and/or print materials available only in the target language to recognize that a topic
or situation may be viewed differently in one’s own culture than in the target culture
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Ability to extract major themes from a listening activity.
knowledge and skills. Ability to translate basic sentences from French to English.

Pre-assessment (for learning):

Ask students what they know about French Christmas traditions
Formative (for learning):
Outline assessment Ask students questions about images on the screen.
activities Formative (as learning):
(applicable to this lesson) Look at students’ translations as they pop up on google slides and go help groups that are not
understanding the gist of the phrase.
Summative (of learning):
Students will write a journal about the ideals vs realities of Christmastime.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

1-19-13

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
How will your classroom
be set up for this lesson?
1-19-13
Provide options for self-regulation-
expectations, personal skills and comprehension- activate, apply &
strategies, self-assessment &
reflection
 Students can assess
themselves by correcting
their journals and then
turning them back in.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
 Students will
collaborate with other
classmates by giving
feedback to improve
translations of song
lyrics
 Student will
collaborate with their
partner when
translating lyrics and
when looking for an
image to match it.
 If students want a
challenge, they can try
to translate without
word reference
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
 Students can highlight
themes that are
relevant to them in
their journal,
translation and image
selection.
 Laptops
 Projector w/ noel slides
 Lyrics handouts
 Journal prompt handouts
At the beginning of class, desks will be in their normal vertical rows. When it’s time to start studying
the song lyrics, students will find a comfortable spot on the floor to sit. When the students are making
a music video, they will arrange their desks to that they are across from their partner.
Provide options for Provide options for executive
functions- coordinate short & long-
highlight term goals, monitor progress, and
 Students can highlight modify strategies
themes that they think  Students can use different
are important in their strategies to write their
journal. journal like using the
prompt, using the ideas of
 Students can highlight
others or drawing from
themes that they think themes discussed in class.
are important in the
song lyrics by picking
a picture that expresses
what they want to
express.
Provide options for language, Provide options for expression and
mathematical expressions, and communication- increase medium
symbols- clarify & connect of expression
language  Students can express
 Students will connect their understanding
language to images through speaking,
that they pick out writing and finding
 Students will connect images.
new vocab to pictures
of different Christmas
dinners
Provide options for perception- Provide options for physical action-
making information perceptible increase options for interaction
 Students may use word  Student will interact
reference in their with their partner,
translations other pairs and the
 Song lyrics will be teacher
read multiple times so
that students have time
to absorb it.
III. The Plan
Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
2min 1. Ask students, “What kinds of French 1. Recall prior knowledge of Christmas
Motivation Christmas traditions have you heard of?” traditions in France.
10min (opening/ 2. Show pictures of people having the 2. Study the images on the board and
introduction/ Christmas meal together. Talk about the compare the people and objects in each
engagement) importance of the Christmas meal in photo. Answer questions in French
French culture. Start with pictures of
happy French families with lots of food.
Move on to university students eating
alone, people in a nursing home, homeless
people. Ask students, “Qu’est-ce que vous
voyez?” “Qu’est-ce que ils mangent?” “Ils
sont comment?”

5min Development 3. Have students sit on the floor where they
(the largest are comfortable and dim the lights if
component or possible. Tell students to just listen and try
main body of to remember a phrase that stuck out to
the lesson) you. Read aloud the lyrics to “Les Enfants
Oublies”. After, let students share what
phrases they picked out. After hearing
several, have students guess major themes
5min of the song.
4. Pass out a pieces of blank paper. Tell
students that this time, they should write
down all the phrases that they can pick
out. Read the song again. Have students
read to the person next to them what they
wrote.
2min
3. Listen to the lyrics of the song, trying to
pick out as many familiar words as you
can. Specifically hold on to words that
strike you as important and share with the
group. Listen to what your classmates
heard and use their ideas to guess major
themes of the song.
4. Write down sentences or important words
that you heard in French of course. Put it
in your own words. Share what you wrote
with the person sitting next to you. Listen
to what they wrote and compare.
5. Follow along on the sheet as you listen to
the song.
6. First, translate the phrase you were given
into English. Do your best to do it on your

1-19-13
 5. Pass out the lyrics of the song. Play the
song from the computer. Have students
15min follow along on the sheet.
6. Put students into pairs, give each pair a
number which corresponds with a short
section of the song. Tell students that we
are going to make a music video for this
song for English-speakers. Tell them they
must first translate the phrase into English
(they may use word reference for words
they don’t know. NO GOOGLE
TRANSLATE), then find a picture online
that illustrates the phrase and put it on a
class google slide* with their number on it
along with their translation. This picture
5min must add meaning to the lyrics.
7. Look at the slide after yours and check
their translation with your partner. If you
have any suggestions or notice any
mistakes, go over to that group and
5min discuss it with them.
8. When all lyrics and pictures are up, play
the song on top of the student’s google
slide.
*Teacher must put a blank google slide on
“classroom” before the lesson.
10min 9. Have each student get out a piece of paper
and write “idéal” at the top of one column
and “réalité” at the top of another column.
Give them one minute to write every
French word they can think of that
corresponds with a Christmas ideal or a
Christmas reality. (this can be in their
Closure
experience or the experience of others).
(conclusion,
After the minute is up, have them pass the
culmination,
paper to the student next to them and
wrap-up)
write some words that the other person
missed. Do this one more time.
10. Have each student keep the paper they
ended up with to help them with
homework. Each student will write a short
journal about the Christmas ideal and the
Christmas reality. Pass out the handout
that explains the prompt. Have students
turn it in the next day and give grammar
suggestions. Students will correct
grammar. Grade for completion.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
1-19-13
own but if you really don’t know a word
you may word reference it. Write down
your best translation of the song onto a
google slide. Second, go online with your
partner and find a picture that you think is
thought provoking and illustrates well the
phrase you were given. Try to find the
most impactful picture possible that
corresponds with your lyric. Put this
picture on the same slide with the
translation.
7. Carefully look at the translation of the pair
after you on the slide. See if you think
their translation expresses well the
essence of the original French lyric. If you
find any errors or have any ideas, find that
group and give them your thoughts.
8. Behold your beautiful work as it is
projected on the screen!
9. Write every French word you can think of
that has to do with the ideal Christmas.
This could be things like a nice meal,
family, gifts, warmth etc. Also, write
every word you can think of that has to do
with the Christmas reality. This could be
things like lonely, stressful, hunger,
money etc. When you switch papers, add
words to the other students’ list that they
didn’t write.
10. Use the ideas of other students on the
piece of paper and the prompt to help you
write your journal. Turn it in the next day
and the teacher will give you feedback on
grammar. Revise what needs to be
corrected and give it back again.
-At first, this lesson was about French Christmas traditions and how they are similar or different from traditions in the United States.
I changed the theme because just studying the traditions seemed too shallow and I wanted the students to dig deeper.
-This lesson aims to apply the language that they’ve already learned to dialogue and reflection about complex topics.
-The lesson with be scaffolded so that students are not asked to do or say anything that is out of their depth, but they are still
encouraged to think deeply.

1-19-13