LESSON PLAN – Phase 1

Student: 2331018M Class Primary 1 - Class

Date: 22/11/2019

Lesson Title: French: The days of the week

Experiences & Outcomes (maximum of 3)

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
I am beginning to use illustrated word-banks, picture prompts, picture dictionaries and
displays to support my understanding of simple texts. MLAN 1-11a

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

The pupils will learn to recognise days of the week in French

Success Criteria (Clearly linked Assessment of Children’s Learning

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

 I can retell “La chenille qui fait

des trous” story in sequence
 I can join in the days of the
week song in French.
 I can match up the English and
French days of the week.
 I can say at least one day of
the week in French
Questioning, observing and reading the work
produced by the pupils throughout – all formative
assessment.
Do –match the days of the week in French to days of
the week in English. They will finish their zig zag
caterpillar books drawing the story in the correct
sequence.
Say – sing days of the week song, repeat words
during the story. They will be able to state at least
one day of the week in French.
 Pupil Tasks
Resources
Activities / Methodology / Key Concepts (Including differentiation strategies,
Time (Including Health and
(Teacher’s Role – including management of learning) formative assessment and homework)
Safety requirements)
(Pupils’ Role)

Explain the learning intentions and co-create the Children listen to the LI and create their own  Whiteboard
success criteria. SC.

Ask children what did we learn last time in French? Formative Assessment: children recap last
Who can remember? Does anyone remember any week’s lesson about what they have been
day of the week in French? learning in French.
Opening
Phase Ask children what day is it today? Friday, in French, it is Children participate in class discussion.
Vendredi.
10 mins
Provide the days of the week in both languages up on
the board so children can associate them. e.g.
Monday ------ Lundi, Tuesday -------- Mardi

Ask children to recap the very hungry caterpillar story in

the correct sequence. Children retell the very hungry caterpillar story.

Teaching
and Core Open the book at the days of the week eating and get Children contribute to the discussion and label  “La chenille qui fait des
Learning the children to label what the caterpillar ate. Emphasise the fruits that the caterpillar eats on each day trous” book
on the days of the week. of the week.
 IWB
30 mins Repeat the task “I say, you say” until you are happy Children repeat the days of the week after the
with the children’s pronunciations. teacher.  Matching Worksheet

Play song of the week song in French. Children join in with the song.  Zig Zag Caterpillar
https://www.youtube.com/watch?v=eA5jSbKd5cM from Week 2

Ask children to switch on their singing voices and give  Scissors

out marbles to children who show good singing.
 Glue
Introduce the activities to the children.
 Colours
 Teaching Table: Explain that the main activity consists
of matching the day of the week in French to its
English one and colour the two boxes of the same
colour. Remind them that it is the same worksheet
as last week, however some of you did not manage
to do it.
While you work with a group at the teaching table, the
rest of the class will finish the caterpillar that they
started on week 2. Children were asked to draw the
story in sequences on a caterpillar template; then, they
cut and fold it to create a mini book.
Provide the story up at the board for them and leave it
there as a guide/reference.
Tell them that once they finish, they ask Miss McGeady
for help in cutting and folding the caterpillar.
Ask students to repeat the days of the week in French.
Replay the days of the week song.
Closing
phase Check for their understanding.
10 mins Ask some children to name at least one day of the week
in French. Ask them what its corresponding day in
English.
 Pencils
Children match the days of the week in French  Rubbers
to the days of the week in English.
Children finish and complete their zig zag
caterpillar.
Differentiation: those students who cannot
draw or struggle to remember the story in the
correct order can use the story on the board
as a guide/reference.
Miss McGeady to help in cutting and folding the
zig zag caterpillar.
 IWB
Children repeat the days of the week, listen and
join in singing the song.
Children name at least one day of the week in
French and its corresponding in English.
 Evaluation of the Learning Experience

(Include references to SPR)

Evaluation of Pupil Learning

Children did not remember any days of the week from last week’s lesson.
Children knew today’s day of the week in English; however they were not
able to recall its French corresponding.
All children were able to retell the story of the very hungry caterpillar
correctly: “There is an egg laying on a leaf”, “there’s the sun and the
caterpillar”. Children remembered the illustrations of the book and were able
to narrate the story according to them.
Children were able to state the different fruits (in English) that the
caterpillar eats on the days of the week. During the “I say, you say” activity,
they repeated accurately most of the days of the week in French:
“mercredi” was repeated many times as they found it tricky to pronounce.
From my observations, most of the children joined in with the days of the
week song and some of them were louder than others. I also heard good
pronunciation of the words.
At the teaching table, children struggled to match the days of the week as
they are not able to read yet. Although the days of the week were provided
in both languages up on the whiteboard, children really struggled to colour
Evidence of
them on the worksheet. “I can’t find ……”, “Can you help me?”, pointing to
Learning
a day of the week “Is this …… ?”
Some children used their phonological skills to detect the initial sound in the
words: for example, “vendredi” is Friday > children looked for the “V” or “F”
letter on the worksheet. However, this was not successful as there were
some words with the same initial sound: “samedi”, “saturday”, “sunday”.
Children recognized the initial of the words, but were not able to
differentiate between them and identify what day it is.
The class finished creating their zigzag caterpillar and children were very
excited and satisfied. They drew the story in the correct order and they
illustrated a butterfly at the end of their zig zag caterpillar: this
demonstrated that they understood that the caterpillar turned into a
butterfly at last.
At the plenary, although children were able to say at least one day of the
week in French, they do not know them in the correct order yet. They were
also able to state its corresponding day in English correctly.
The lesson finished with children singing the days of the week song: they
were louder and more confident compared to the start of the lesson.
In the morning, children should sing the days of the week song to reinforce
Areas for their learning. This will also help them in recalling the days of the week in
Development the correct order.
Reflective Analysis of Teaching and Strategies for Development

(3.1.5) Demonstrate an ability to work co-operatively in the classroom and

the wider learning community with staff, parents and partner agencies to
promote learning and wellbeing: While I was working with the group at the
teaching table, I asked the class teacher to help children in cutting and
folding the zig zag caterpillar. Using the class teacher as an assistant helped
me in having a better management of the classroom and a better focus on
my group as well as sharing the workload/classroom.

(3.1.4) Develop tasks and set pace of work to meet the needs of learners,
providing effective support and challenge, seeking advice appropriately: I
provided support to children when they were matching the days of the week
in French and I encouraged them to use the whiteboard as a
guide/reference. I differentiated by providing the story on the board in the
correct sequence and most able children were also encouraged to “have a
go” at writing words or labelling their drawings.

Evidence of (3.2.1) Plan and provide a safe, well organised learning environment,
Effective including effective use of display: I was aware that some children were
Practice absent on week 2 and they did not manage to start their zig zag caterpillar;
therefore, I printed some extra zig zag caterpillar sheets for them. I
recognise the importance of meeting individual needs and including those
who were not present in the class at that time.

(3.2.2) Show awareness of educational research and local and national

advice, and demonstrate the ability to use a variety of strategies to build
relationships with learners, promote positive behaviour and celebrate
success: Throughout the lesson, I used a variety of positive reinforcement
and I was picking on children doing really well. I also displayed Child L’s
zigzag caterpillar at the end of the lesson to the rest of the class to boost his
confidence.

I also gave out some marbles to children who showed good singing.
However, this strategy might demotivate other learners: for example, as I
awarded a marble to one child, the others stated: “I was also singing good”,
“Why not me?”. Instead, I could have used the class points if the class sang
well or not; so, everyone would have been included.

(3.2.2) Show awareness of educational research and local and national

Areas for advice, and demonstrate the ability to use a variety of strategies to build
Development relationships with learners, promote positive behaviour and celebrate
success: Be aware of the strategies use to praise children as it can also have
a negative effect if used inappropriately.