LESSON PLAN – Phase 1

Primary 1 –
Student: 2331018M Class
Whole Class

Date: 6/11/2019

Lesson Title: French: La Chenille Qui Fait des Trous

Experiences & Outcomes (maximum of 3)

I explore the patterns and sounds of language through songs and rhymes and show
understanding verbally or nonverbally MLAN 1-01a
I enjoy listening to stories, songs, rhymes and poems in the language I am learning by
joining in and responding to show my understanding. MLAN 1-05a

Learning Intentions (Focus on the LEARNING – use assessable verbs)

The pupils will learn to engage with a story in French.

(maximum of 2 learning intentions)

Success Criteria (Clearly linked to Assessment of Children’s Learning

each LI and related to the process) Evidence
What have the learners to say/write/do/produce
– to demonstrate success?)

- I can create actions for a story I am
familiar with.
- I can sequence the story correctly
- I can retell the story in my own
words using at least two French
words
Say: Children will be able to retell the story in
the correct sequence with at least two words in
French.
Make: They will make their own actions for the
story. They will be drawing the correct sequence
of events on their book.
Produce: Children will create their own zig-zag
books.
 Pupil Tasks Resources
Activities / Methodology / Key Concepts
Time (Teacher’s Role – including management of (Including differentiation strategies, (Including Health
learning) formative assessment and homework) and Safety
(Pupils’ Role) requirements)

Invite children over to the carpet and ask them to Children greet shoulder partner using previous  “La chenille qui fait
introduce themselves to their partners. This is a knowledge of greetings. des trous” book
recap of previous learning and engages the
children in conversation Children listen to the learning intention and  IWB
success criteria
Opening
Share the LI and SC with the children
Phase Children watch YouTube video of the story
Introduce the video and the book to the class and being read by children
10 mins then listen to the video. Pause throughout and
demonstrate examples of action/expressions They ask for action suggestions/sound affects
e.g. ‘cronching’
https://www.youtube.com/watch?v=xBpHkMgWld8

- Conduct class discussion on possible actions

Teaching
and Core Introduce the book, make emphasis on la chenille Children take part in actions and sounds during  Zig Zag Caterpillar
Learning being the caterpillar book being read Template

30 mins Read the book, pointing out key phrases in target  Colours
language
 Pencils
- Use questions to encourage participation with Children contribute to classroom discussion and
the book e.g. asking them to come and count  Rubbers
respond to questioning.
the foods
 Scissors
Discuss the life cycle of the caterpillar, drawing
attention to the sequence of the story.  Cut out Sequences

Questioning: What happened at the beginning of

the story? What happened next?

Explain to children that they will make a zig zag
book using caterpillar template. On each of the
pages, draw one stage of the caterpillar’s story:
 Egg, small caterpillar, big caterpillar, cocoon,
butterfly
Ask them to label all the pictures in French –
provide the words up at the board so they can
copy.
Children will create a zig zag book and follow
teacher’s instructions.
Differentiation:
Some children may use sequencing pictures
rather than drawing on their own (Cut out
sequences)

Ask some children to give out the resources:

pencils, rubbers, scissors…

Cut out the caterpillar and fold it into zig zag.

Remind children to write the Title and Author

(themselves) on the front of the book.

To round off the activity, invite learners to read Children share and present their zig zag books
Closing their zig zag books to the rest of the class. to the class.
phase
Peer assessment – what did learners like most
10 mins about the story?
 Evaluation of the Learning Experience

(Include references to SPR)

Evaluation of Pupil Learning

The lesson started with children introducing themselves to their partner:

they had good prior knowledge and some children were also confident in
speaking in front of the class.

During the video, children made their own actions for the story and
repeated some of the words: “chenille” “faim” “crunch, crunch, crunch”

Not all children were engaged in the learning: Child A and Child L did not
know how to draw and some children did not remember the story.
Evidence of
Learning All the children drew a part of the story in their zigzag book, although not
everyone managed to finish it.

At the plenary, children showed good understanding of the story and were
able to retell the story in the correct sequence. Some students gave a more
detailed description of the events occurred in the book compared to those
who stated the four main points of the story.
Overall, despite children showing a good grasp of the story, they did not use
any French language in their story.

Areas for Focus on the Target Language > choose a specific topic/area to teach: e.g
Development numbers/food/days of the week

Reflective Analysis of Teaching and Strategies for Development

(3.1.2) Demonstrate effective questioning strategies : I used open and

closed questions – I asked Child R a question, but he was unable to
respond. Thus, I allowed thinking time and then, rephrased the question.
This time, the child was able to respond correctly.
Throughout the book, I kept children asking questions to assess their
comprehension: “What is going to happen?” “What happened before/after?”
Evidence of “What did the caterpillar become” “Is this food healthy?”
Effective (3.2.1) Organise and manage classroom resources and digital technologies
Practice to support teaching and learning: Resources were well planned and using
resources such as the whiteboard/video, book made it easier for the children
to engage with the material. However, I think this could have been further
improved by providing flashcards with the drawing on them so children
could have used them as a reference.
The plenary at the end was very effective, however I should make sure that
the rest of the class is listening to their peers.
 3.1.2 - Communicate the purpose of the learning and give explanations at
the appropriate level(s) for all learners - Make sure to bring back language
to the very basic they can be, don’t introduce tons of new language at the
same time as will over-complicate the learning and the children won’t
understand it as well as they could.
Fitting too much into one lesson (especially on a new topic) was overly
ambitious for Primary 1 – I should focus on one area/ topic to teach
Explain clearly the instructions in a systematic manner to avoid classroom
disruptions. Also, ensure pupils are settled and focused prior to explaining.
Give simple instructions step by step when explaining a new topic to pupils
in order for them to fully understand it. Ensure to explain the standards I
expect for presentation and neatness of work.
(3.1.4) Develop tasks and set pace of work to meet the needs of learners,
providing effective support and challenge, seeking advice appropriately :
Consider the needs of individual pupils and differentiate tasks to suit the
ability of pupils providing extra supports if needed > I could have provided
flashcards so children were able to draw the story or remember it by looking
at them.
Areas for (3.2.2) Apply the school’s positive behaviour policy, including strategies for
Development understanding and preventing bullying : Apply strict classroom rules by
asking children to sit properly and on the bottoms prior to the start of the
lesson. This will also ensure the engagement of the learners and avoid
classroom interruptions. > I could have used the “Good to be Green”
scheme to manage the behaviour of those children who continuously
disrupted the lesson.
(3.1.1) Plan appropriately for effective teaching and in order to meet the
needs of all learners, including learning in literacy, numeracy, health and
wellbeing and skills for learning, life and work - Consider differentiation in
the classroom:
- More able pupils used extra boxes for their caterpillar: I did not
consider this in advance, so I had to think on my feet and provide extra
boxes so children could draw the story.
- I could ask more able pupils to help and support their peers – EAL child
might engage well in the activities when working with classmates.
- Focus on the low-ability student group, while the rest of the class works
independently. With a focus group, I could have modelled the drawings
or revisited the story together.