CSUF Daily WL Lesson Plan

Language and Level

French 1

Your Name and School:

Unit Theme

Essential Question(s)

En Ville

How do French people

interact with their
community?

Day
in
Unit
1

Perio
d
Leng
th

Learning Objectives (Can-Do

Statements)

(Minut
es)

53

can describe my house

Content Standards (CA, ACTFL, and CCSS)

CA WL Standards:
A.1.1.d Home and neighborhood
B.1.2 Interpret written, spoken, or signed (ASL) language.
B.1.4 List, name, identify, and enumerate.
SFLL: 1.2: Students understand and interpret written and spoken language on a variety of topics.
CCSS: CCSS.ELA-LITERACY.CCRA.L.1

Demonstrate command of the conventions of target language grammar and usage when writing or speaking.
Responses/Misconceptio
ns

Activity/Activities
Instructional
Sequence

Setting the Stage

(Gain Attention / Activate
Prior Knowledge)

Time*
What does the
teacher do?

Homework is
checked and
gone over

What will learners

do?

Warm-up
exercise:
Students will
turn to a
partner and
describe their
room in as

How
many
minute
s?

10

What are the anticipated

student responses? How will
you provide feedback? What
are any common
misconceptions they may
have? How will you address
this?

Materials,
Resources, and
Technology
What materials will you
develop? What materials
will you bring in from
other sources? Embed
links when possible.

Warm-up prompt will be

on a powerpoint slide

CSUF Daily WL Lesson Plan adapted from The Keys to Planning for Language Learning. Clementi & Terrill. (2013)

CSUF Daily WL Lesson Plan

Provide
Comprehensible
Input

Meaningful Guided
Practice
(Elicit Performance &
Provide Feedback)

The teacher will

have students
draw a quick
mock-up of
their dream
house. She will
then ask them
several
questions about
their houses
that introduce
the vocabulary.
As she asks
them the
questions about
their houses,
she will have
them repeat the
vocabulary
words back to
her.
Teacher will
instruct students
to add more
details to their
dream houses,
and tell them that
they must include
a bedroom,
bathroom, toilet,
kitchen, dining
room, living room,
and attic.
Anything beyond

Your Name and School:

much detail as
posssible
Students will
10
draw a quick
mock-up of
their dream
house and
repeat vocab
words when
teacher
prompts.

Students will
return to their
dream house
and add more
details, using
the vocabulary
they have just
learned as well
as their books
as a reference,
and make sure
they have
included at

Paper and pencil/pen

20

CSUF Daily WL Lesson Plan adapted from The Keys to Planning for Language Learning. Clementi & Terrill. (2013)

CSUF Daily WL Lesson Plan

that is up to them.

Your Name and School:

least one of
each kind of
room. Their
dream houses
will be colorful
and creative.

Provide
Comprehensible
Input (if applicable)
Guided or
Independent Practice
as applicable
(Elicit Performance &
Provide Feedback) (if
applicable)

Closure

The teacher will

call on students
at random and
ask them
questions about
the things in
their house
Reflection Notes to Self
(Enhance Retention &
Transfer)

Students who are

called on will reply
to the questions

What worked well? Why? What didnt work? Why? What changes would you make if you taught this lesson again?

Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain
attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle
(provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.
*

CSUF Daily WL Lesson Plan adapted from The Keys to Planning for Language Learning. Clementi & Terrill. (2013)