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College Department of Education

Lesson Plan

Teacher Candidate’s Name: Meghan O’Driscoll Date: December 10, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: ___X____ Town:_______ Rural: ______

Grade level: ___6_____ Number of students in the class: ___28_____

Students with IEPs/504 Plans
Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Gifted 1 • Increase opportunity for application to real-world
• Encourage creative expression when completing
assigned tasks
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications

Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications

Lesson __1____ of a ___5___ Day Learning Segment

Subject and Lesson Topic: French - Reading Comprehension, Writing / Science - Space

Grade Level: 6 Lesson Duration: 40 minutes

Central Focus of the Learning Segment
The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is to use appropriate comprehension strategies in order to read informational texts fluidly in French
and to write fluently in French while demonstrating an understanding of the components of the large interrelated system of which Earth is a
Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students have just begun a space unit in science class, learning about the International Space Station and the recent mission involving a
Canadian astronaut going to the ISS. Students throughout the year have been reading aloud as part of the French speaking strand of their
French Immersion program; as part of their listening strand, students must participate in active listening for oral texts in French. Students are
familiar with keeping a lexicon of new words in French, either with definition or English translation. Students have been working with
informative texts in their English class. In both French and English literacy, students have been learning to use various reading comprehension
strategies such as synthesizing ideas, asking questions, and visualizing.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will access prior knowledge by facilitating a discussion about what students already know about space, planets, the solar system, etc. I will
have students use their existing knowledge of space to formulate questions to which they may find the answer while reading the “L’Espace:
Une visite guidée” (“Space: A Guided Visit”) text. During the read aloud, I will ask students if anyone is familiar with some of the words and
have them keep a list/lexicon during the popcorn read so that they may use it for future reference throughout the French and/or Science
segment. The reading throughout this lesson is an informative text about the planets of our solar system; additionally, students will be writing a
tourism advertisement utilizing what they have learned about planets. I will use their knowledge of synthesizing ideas and asking questions as
reading strategies through asking questions during discussion and read aloud in order to better understand the text.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Students showed great interest in the space unit during science class. They were especially excited about the introduction to the unit as I
showed them a repeat of the launch, the live shuttle docking, live hatch opening, and live astronaut welcome of the latest NASA space mission
to the International Space Station that featured a Canadian astronaut piloting the shuttle and conducting medical experiments about the
impacts of environmental conditions on the human body. These students often speak of trips they have taken with family and share a common
interest in travelling. They also like being creative and enjoy visual arts class.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I have chosen this informative text as students show a great interest in space; the first readings of this segment focus on planets. I have
chosen to have students write a tourism advertisement for a planet of their choice to reflect not only their interest in space but also their
common interest in travel. As students thoroughly enjoy the creativity of visual arts, they will draw/design the planet they chose as the subject
of their tourism advertisement (a real planet or an imaginary planet).
Curriculum Standards
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

NYS P-12 Common Core Learning Standards: Middle School Earth and Space Sciences
MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
• 6-GG.4 Analyze data to compare properties of planets
Grade 6 French Immersion Ontario Curriculum Expectations:
Reading: C1. Reading Comprehension
C1.1 Using Reading Comprehension Strategies: identify a range of reading comprehension strategies and use them appropriately before,
during, and after reading to understand a variety of French texts, with support as appropriate (e.g., activate prior knowledge about a subject by
brainstorming; make predictions about a text based on knowledge of similar texts; use visualization and mental images to clarify the message;
read on to confirm or clarify understanding; summarize key points on a graphic organizer

C1.4 Developing Vocabulary: identify and use several different strategies to expand vocabulary through reading (e.g., use prefixes and suffixes
to create new words; create a personal lexicon; develop a list of word patterns to determine meaning of new words; use a thesaurus to
generate synonyms and antonyms for frequently used words)

Writing: D.1 Purpose, Audience, and Form
D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about familiar, personally relevant,
and academic topics, following models appropriate to the purpose and incorporating some elements of each form (e.g., compose an article on
a current or historical event; create a graphic text to promote the benefits of daily physical activity; write a diary entry from the point of view of
an Aboriginal Canadian or early Canadian settler; write a script promoting antibullying awareness; review a movie or book; write a letter to their
city councillor about steps to improve the local environment)
Grade 6 Ontario Curriculum Expectations for Science and Technology: UNDERSTANDING EARTH AND SPACE SYSTEMS:
2. Developing Investigation and Communication Skills

2.4 use appropriate science and technology vocabulary, including axis, tilt, rotation, revolution, planets, moons, comets, and asteroids, in oral
and written communication

2.5 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g.,
use a graphic organizer to identify and order main ideas and supporting details for a report about how science and technology can help
humans adapt to life in space)
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to demonstrate active I will visually assess students’ active listening • Elicit responses from gifted student
listening skills, oral French skills, and skills and assess their oral communication during discussion
appropriate reading comprehension strategies skills by listening for and evaluating their
in order to better understand informational text. fluidity in reading French as well as by how
well they communicate their ideas in French. I
will assess their understanding of the text
through questioning during discussion.
Students will be able to demonstrate their I will assess students’ ability to demonstrate • Gifted student may choose to use
understanding of our solar system’s planets their understanding of the informational text technology to create the visual
and the informative text, “L’Espace: Une visite while I circulate during the written activity, aspect of her planet’s tourism
guidée” (“Space: A Guided Visit”) by creating a where students are to incorporate into their advertisement
tourism advertisement the different aspects

written and visual tourism advertisement for a and/or facts they have learned about the • Gifted student may choose to
planet of their choice. planets. Additionally, during discussion I will design a planet first and then
ask questions/have students ask questions construct a written description of the
about the readings to assess understanding. planet as a pre-cursor to the tourism

Academic Language Demands Instructional Supports
(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Demonstrate I will support my students to know how to demonstrate as I review
Looking at your standards and objectives, with them proper active listening skills, proper French
choose the one Bloom’s word that best pronunciation, and how to use prior knowledge to formulate
describes the active learning essential for questions that will help to understand the text. Class discussion
students to develop understanding of and exchange of ideas get students working together and support
concepts within your lesson. each other in their thinking.
Vocabulary • L’espace (space) I will support my students with a discussion of new vocabulary
Key words and phrases students need to be • Une visite guidée (guided terms and/or English translation. I will have students keep a written
able to understand and use visit) lexicon of new terminology and I will keep a list written on the
• Un lexique (lexicon) board for reference.
• Various content-related
terminology about
throughout the readings
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.

Discourse The students will be using I will support student use of discourse by modeling how to use
How members of a discipline talk, write, discourse during class discussion prior knowledge to formulate questions whose answers can be
and participate in knowledge construction when they will be reading and found in the text, as a way to help understand the text. I will model
and communicate their understanding of discussing informational text proper pronunciation of words in French. Additionally, I will discuss
the concepts about planets as a group. They with them what elements to use while creating their tourism ads,
will be participating in knowledge such as descriptive elements like planet temperature. I will instruct
construction when they utilize

what they have learned about the students to ask me for any help they need for clarifications and/or
planets to construct a tourism translations.
advertisement for a planet.
Students will demonstrate their
understanding of the concept of
active listening and reading skills
in French as well as utilizing data
learned from informative texts.
Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator • The discussion will provide a quick
review of pertinent information
• Access prior knowledge by facilitating a discussion about the International Space Station about what we have learned so far
and the mission featuring David St.-Jacques: “Qui peut me dire de quoi s’agit-elle la about space and the ISS for any
Station spatiale internationale (SSI)?” (“Who can tell me about the International Space students who were not in class the
Station (ISS)?”) day I introduced the subject and
• Continue the discussion by asking students what they already know about planets: projected the shuttle launch
“Discutez de vos connaissances au sujet des planètes.”
• Ask students if they have ever participated in a guided visit anywhere: “Avez-vous déjà fait
une visite guidée?” “ Si oui, quel genre d’information vous a-t-on donné? ” (“If so, what
sort of information did they give you?”)
• Tell students to imagine they are going on a guided visit of space: “Imaginez que vous
faites une visite guidée de l’espace.” Ask students, in their opinion, what type of
information would they obtain from this visit: “À votre avis, quel genre d’information
• Refer to apprentissage ciblé (learning goal) written on the board: On apprend à mettre en
pratique l’écoute active, à approfondir notre compréhension par la discussion, et à écrire
clairement et efficacement afin de démontrer nos connaissances au sujet de l’espace/les
planètes. (We are learning to put into practice active listening, to deepen our reading
comprehension by using discussion, and to write clearly and effectively in order to
demonstrate our knowledge of space/the planets).
Instructional Procedures • As this period begins after lunch
recess, if any students arrive late, I
• Ask students what active listening behavior looks like while someone else is reading. will repeat the beginning of the
lesson, “Comme je disais….”

• Ask students what an active listener does during discussion (for example, demander des
précisions (asking for details), résume ou paraphrase ce qu’on a entendu (summarize or
paraphrase what we heard).
• Model for students how to use one’s knowledge of space to formulate questions whose
answers can be found in this informative text. Think aloud, « Je crois savoir que la
température n’est pas la même sur toutes les planètes. » (“I believe I know that the
temperature is not the same on all the planets”). « Je prédis que cette visite guidée
permettra de répondre à la question, ‘À quel point chaque planète est-elle chaude ou
froide?’ » (I predict that this guided visit will answer the question, ‘At which point is each
planet hot or cold?’”)
• Have students help distribute the text, “L’Espace: Une visite guidée” (“Space: A Guided
Visit”) (Appendix A)
• Ask students to ‘popcorn read’ each of the paragraphs about the planets: I will read the
first sentence or two then call on a specific student to read the next one. That student then
calls on another student to continue reading, etc. until the whole text has been read.
o From time to time, pause for a moment to ask students questions and encourage
students to ask questions to help with their understanding of the text. For example: • Be sure to elicit responses from
§ « Comment les éléments visuels vous aident-ils à comprendre le texte? » gifted student
(How do visual elements help you to understand the text?)
§ « Que pouvez-vous faire pour comprendre certains termes scientifiques? »
(What can you do to understand certain scientific terms?)
§ « Quelles sont les similitudes et les différences entre chacune des planètes • Ensure gifted student reads aloud
et la Terre? » (What are the similarities and differences between each of
the planets and Earth?)
o Throughout the readings, ask students if there are any words they are not familiar
with and have them keep a list of words with definitions and/or translations on the
lexicon sheet (Appendix B)
o Keep list of new words on board with English translation for student reference
• After reading, ask students, « Quelles questions vous êtes-vous posées sur les planètes
en écoutant le texte? » (Which questions did you ask yourself about the planets while
listening to the text?) « Avez-vous obtenu des réponses à toutes vos questions? Sinon, où
pourriez-vous les trouver? » (Did you obtain the answers to all of your questions? If not,
where could you find them?) Have students share and discuss their answers.
• After discussion, ask students, “Selon toi, est-il possible de trouver un jour une autre
Terre?” (Do you think it’s possible to one day find another Earth?)

• Ask students if, now after learning about them, would they one day like to visit any of the
planets? Why? « Compte tenu de ce que vous savez maintenant sur les planètes,
aimeriez-vous les visiter? Pourquoi? »
• Explain to students that they will now prepare an advertisement to entice tourists to visit a
real or imaginary planet : « Préparez une annonce publicitaire afin d’inciter des touristes à
visiter une planète réelle ou imaginaire »
• Using the “My Ideas” graphic organizer (Appendix C), students will organize their ideas
before writing their advertisement.
o They will review the information given to them about their chosen planets and find
descriptive key words; they will include these words in their ads: « En utilisant • Gifted student may choose to
l’organisateur graphique, vous allez organiser vos idées avant d’écrire vos design a planet first and then
annonces publicitaires. Vous allez revoir l’information sur la planète choisie afin de construct a written description of
trouver les mots clés qui la décrivent et vous allez les inclure dans vos annonces the planet as a pre-cursor to the
publicitaires » tourism advertisement
o They will select interesting facts to include in their ads (such as temperature). They
will also brainstorm how to formulate a clear and effective advertisement, keeping • To increase real-world applications
in mind their desired audience: « Vous allez sélectionner les faits intéressants à and encourage creative
inclure dans vos annonces publicitaires (comme la température). Vous allez aussi expression, gifted student may use
faire un remue-méninge sur sa forme et contenu, en tenir compte les technology to create the visual
destinataires. » aspect of her planet’s tourism
o Don’t forget to entice tourists to visit! N’oubliez pas, il faut inciter des touristes à advertisement
• After organizing their ideas, students will write a tourism advertisement for their planet
using the worksheet provided (Appendix D)
• Once finished writing, students may draw/design their planet
• While students are working on their advertisement, circulate the class to assist with
translations and ensure students are on task.
• There probably will not be enough time to finish. If needed, students may finish in the
afternoon during our next class or the following day

• If desired, students may share their creations with the class
• Even if students have not finished the written task, they must leave for lunch. We will be
together again in the afternoon and they may continue. “Vous pouvez continuer cet aprè-

• Have them stop writing and do a quick lesson wrap up: asking questions can be a useful
tool to comprehend informative texts. Writing clearly and effectively to demonstrate
knowledge about planets
• Explain to students that we will continue reading about planets, comets, and space
exploration throughout the learning segment
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

• Whiteboard and dry-erase markers
• Pencils, erasers, highlighters, colored pencils
• Appendix A: “L’Espace: Une visite guidée » (“Space : A Guided Visit”)
• Appendix B : Lexique (Lexicon)
• Appendix C: Organisateur graphique « Mes idées ») (« My Ideas » graphic organizer)
• Appendix D : Mon Annonce Publicitaire (My Advertisement)
• Text came from the French Immersion textbook: Lévesque, L-J and Proulx, J. (2010) Littératie en action 6. Don Mills, Ontario:

Appendix A

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Appendix B


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Appendix C

Ma planète: L’Espace

Mots clés Faits intéressants

Appendix D

Mon Annonce Publicitaire! Nom : ______________________