Lesson Plan*

Date: _____5/2/11______ Class / hour / period: __Francais 1_______ Unit: __Le chapitre preliminaire_________

Language Learning Objectives Cultural Objectives

1) Students begin hearing teacher use French and 1) Talking about students’ preconceived notions of
trying to determine based upon gestures and French and French speaking people/countries.
pictures what she is saying (get students into trying
to understand mode) 2)

2) Student statement “I can introduce myself in

French and ask someone’s name in French”

MiWL Standards Communication Mode(s)

1) 1.1.N.SL.a – Use the target language with culturally
appropriate gestures in everyday social situations such Interpersonal 
as greeting, leave taking, or introductions. Interpretive 
Presentational 
2)

3)

Activity 1 / Warm - Up
Learning opportunity: Participation structure:
Situated practice  Individual 
Overt instruction  Whole group 
Critical framing  Peer work 
Transformed practice  Team / group work 
Learning center 
Procedure: Materials / resources needed
Tip 1: Write as directive (Teacher will … / Students will) 1. Board
Tip 2: Include a time estimate
Tip 3: How will you adapt your activity to meet needs of
disabled, heritage and other diverse learners? 2. powerpoint/ pictures with the different
people/dialogues on it
1) Teacher will write “French” on the board
3.
before class starts and turn on a fun
francophone pop song for when students are 4.
entering. Teacher will stand by door greeting
students in French, “Bonjour!” “Salut!”
“Bienvenue!” etc. French 1 students will find
that they have their names on tables for their
first groups.

2) With the sound of the bell, teacher will close

the door and greet the class with a BIG LOUD
“Bienvenue au cours de la langue francaise,
niveau 1. C’est avec plaisir que je vous
acceuille! Je m’appelle Mlle Frey et je suis
votre professeur de francais.” Teacher will
repeat, “Je m’appelle Mlle Frey.” Two times.
3)Then teacher will show pictures of famous
people on the screen like Obama saying “Je
m’appelle Barack Obama,” and then Nicolas
Sarkozy, Leonardo Di-Caprio, Marion
Cotillard- all saying “Je m’appelle_____,” on
the screen. Projector works too. If not
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 Lesson Plan*
technology, back-up would be printed
photographs with the words on them
(laminated).
4)Then teacher will say “Ecoutez” while
pointing to her ear, “et repetez” while hand
motioning sound coming out of her mouth.
Point to students, then repeat the words and
motions. Point to self “je m’appelle” and then
point to students who should hopefully repeat
“Je m’appelle…” If not, the teacher will say
repetez and point to the students, then say “Je
m’appelle” then cup ear to indicate teacher
wants to hear them say it. Teacher and students
will repeat a couple times- teacher will insert
names.
5)Then teacher will show photograph of
someone asking her, “Comment tu t’appelle?”
and her responding “Je m’appelle Mlle Frey.”
6)Then teacher will ask students, “Comment tu
t’appelle?” Teacher will go around the room
asking students, and students will say their
names.

This whole activity should take about 15

minutes.

Formative assessments Summative assessments

1. When students respond to the question and say 1.none
their names.
2
2.
Activity 2
Learning opportunity: Participation structure:
Situated practice  Individual 
Overt instruction  Whole group 
Critical framing  Peer work 
Transformed practice  Team / group work 
Learning center 
Procedure: Materials / resources needed
Tip 1: Write as directive (Teacher will … / Students will) 1.
Tip 2: Include a time estimate
Tip 3: How will you adapt your activity to meet needs of
disabled, heritage and other diverse learners? 2.

3.
1) Teacher will begin next activity with:
4.
“Maintenant, en silence, vous allez ecrire sur le
tableau ce dont vous pensez quand vous
entendez le mot “francais” ou “French.”
Teacher will act this out by putting finger over
*Copy & paste an activity “block” to expand this template as needed.
 Lesson Plan*
her mouth for “en silence” then modeling
writing on the board, then pointing to her head,
then cupping her ear and saying “francais” and
“French.” She will give directions a second
time.
2)Then teacher will ask “Can anyone guess
what I just asked you to do in French. Try to
guess, it’s okay if you didn’t understand.”
Students may or may not have understood
some of it. Whatever students understood,
teacher will reiterate, “Now you are going to
quietly write on the board words that come to
mind when you hear the word “francais” or
“French” while acting out the motions with the
English as well.
3) Teacher will then say “Allez” and indicate
with her hand that students rise up and go to
the board. (5 minutes)
4) While they are doing this, teacher will pass
out syllabi to each table. (5-7 minutes). If
there is a smart board, teacher will save what
students have written. If not, teacher will take
picture of what students have written at the end
of class.
5)Teacher will then ask students to talk about
why they wrote what they wrote (in English).
If no one raises hand, teacher can say “who
wrote this word,” and then ask the student
why.
**(It would be neat to save the picture of the board,
and show the students at the end of the year what
they wrote at the beginning of the year and contrast
it with what they know/think now)

Formative assessments Summative assessments

1. 1.

2. 2.
Activity 3 / Closure / Wrap - Up
Learning opportunity: Participation structure:
Situated practice  Individual 
Overt instruction  Whole group 
Critical framing  Peer work 
Transformed practice  Team / group work 
Learning center 
Procedure: Materials / resources needed
Tip 1: Write as directive (Teacher will … / Students will) 1.
Tip 2: Include a time estimate
Tip 3: How will you adapt your activity to meet needs of
disabled, heritage and other diverse learners? 2.

3.
1) Description of Class and Syllabus (rules and
procedures) and tour of room and resources 4.
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 Lesson Plan*
(such as student folders, journals, dictionaries,
books, guided free-time materials, technology,
paper and supplies, etc.) in English with
questions: 20 minutes ish. This can take as
long as it needs to, even if it means the rest of
the hour.
*Homework, students must take syllabus and
letter home and ask their parents to write one
or two sentences (or however much they would
like) about themselves on the letter to turn into
me the next day (so I can get to know their
parents a little too.)

2.

3.
Formative assessments Summative assessments
1. 1.

2. 2.
Homework & Extensions
1.Homework, students must take syllabus and
letter home and ask their parents to write one
or two sentences (or however much they would
like) about themselves on the letter to turn into
me the next day (so I can get to know their
parents a little too.)

2.

Special Notes: I realize this day is very teacher centered (traditional) and normally there will be more
student-student interaction. This first day I really want to interact with students and give them an
opportunity to begin listening for the French language.

*Copy & paste an activity “block” to expand this template as needed.