BROWN, JIANA 1

FL 507 Standards-Based Lesson Plan Template

Language Level 101 Minutes 50

Unit Central Focus Nos origines (Cultural Origines, Family Heritage and Physical Traits)*
*Wong, W., Weber-Fève, S., VanPatten, B. (2020). Liaisons. (3rd ed.). Cengage.

Daily Topic Cultural Origines

Vocabulary Il y a…, J’aime…, Je veux…, Je vais…, logement, faire, aller, visiter, rendre visite, Les gens s’appellent …,
Quel pays est-ce que tu veux visiter ?

STANDARDS LESSON OBJECTIVES

What are the Communication Which modes of When students leave here today they will be able to:
communicative and and communication will 1. SWBAT identify a Francophone country that they would like
cultural objectives Cultures be addressed? to visit and name the nation and nationality of its people.
for the lesson? 2. SWBAT compile a list of three cities specific to the
Interpersonal
Francophone country.
PO # 1-3 3. SWBAT describe at least two different types of
monuments/geographical markers and activities unique to
each of the three cities.
Interpretive
4. SWBAT indicate the preferred time of year to visit each of
PO # 4 the three cities based on the types of activities they can
engage in.
5. SWBAT create a presentation that includes the Francophone
Presentational
country they want to visit, the three cities they want to visit,
PO # 5 the two unique monuments/geographical markers and
activities from each of the three cities, the preferred time of
year to visit, and one potential lodging within each of the
three cities.
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Will Connections, Connections PO# 1-3, 5 (Geography)

Comparisons,
Communities be Comparisons PO #3 (Students have to identify activities unique to each city indicating that they have to reflect
on activities they can engage in at their home country or around the world and determine if the
part of the lesson?
activities (and even geographical markers) are actually unique to each city.)

Communities N/A

Lesson Sequence Time* Activity / Activities Materials / Resources

(minutes) What will learners do? What materials will you
What does the teacher do? develop? From what sources?

Gain Attention / ~ 10 minutes (in Homework - Francophone

Activate Prior class work) ● Students will choose a Francophone country of interest countries and
Knowledge from an online world map and chart that highlights all territories
French-speaking countries and territories. Students will - Powerpoint with one
come to class with the country they want to visit and the slide dedicated to
PO#1
reason why. reflective questions
In-class around why students
● Instructor will have students sit according to where the chose the country
students’ chosen country is located (organized by they wanted to visit
continent, groupings of countries on each continent, and from their
by the same country if more than one student chose a homework.
Francophone country).
● In groups, students will identify the country they want to
visit. In English students are allowed to discuss why they
chose that country using helpful reflective questions
provided by the instructor (Did they already know
something about that country, had they visited before,
did they know someone from that country, etc.).

Provide ~10 mins ● Instructor will narrate a presentation on Francophone - Powerpoint lesson of
Comprehensible countries and territories. The presentation will include continents/Francoph
Input the French titles of each nation and nationality as well as one countries/names
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PO #1 data on French usage around the world shown through of people deriving
charts and graphics. from each country
● Throughout the lesson, students will be given - Link for graphics
opportunities to show comprehension through
fill-in-the-blank sentences as a recap.

Meaningful Guided ~5 mins ● Students participate in a kahoot based on the lesson and - Kahoot
Practice - Elicit key phrases for describing the nations, nationalities,
Performance French usage around the world, and their interest in
PO#1 these key topics.

Independent ~23 minutes ● Students complete independent research on their - Powerpoint lesson
Practice - Elicit previously chosen Francophone country of interest by - Google Earth
Performance finding three cities they want to visit within that country.
PO#2-5 Within each of the three cities, students will
locate/identify two monuments/geographical markers
that they find most interesting. Students will also
research specific activities that they could engage in/carry
out within each of the three cities.

Closure ~2 minutes ● Students will write the names of the country and three
PO#1-2 cities that they want to visit. They will share this with a
classmate by asking the prompting question (and then
formulating their response).

Assignment Students are to complete in class research on at least two cities with a complete list of the two
PO#1-5 monuments/geographical markers and submit their work in a google drive document where they will continue to add
the third city and all activities for each of the three cities as homework. By the next class period they should have
submitted their sentences onto the Google Earth presentation with a note on the Francophone country, three cities,
and two monuments/geographical markers. Somewhere within each city, students should highlight the preferred time
of year (season), the two activities they want to complete, and the place they will stay in each city. (At minimum the
total sentences written for the country will be one and for each city will be five (if they combine the site they want to
see into one sentence and the activities they want to do into one sentence), making the total number of sentences
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they complete in total 16 sentences.) Because this is a presentation based assignment, students' homework consists
of completing the necessary work and being prepared to present.

Points of Reflection As a scaffolding tool, the lesson powerpoint should have examples/models of sentences which students will use in
their work so that they are focusing on filling in the content using the vast vocabulary from the lesson. (The lesson
should be taught using what the instructor is asking for in the final product.)

Another thing to keep in mind with this lesson is that the project is not complete. This is intended to be something
students go back to and add on to after they gain the knowledge of clothing and food. Students should be encouraged
to only think about the area in the Francophone country they want to visit and have three cities they would like to see
in their visit to that country. This is a time when students will use Google Earth to learn about one specific
Francophone country and three cities with popular monuments/geographical locations. By this time in the semester,
students have already learned about activities and weather, so they should be able to complete the homework
assignment of adding in their sentences about the different activities they could do in each city based on the time of
year (season) onto the collective Google Earth presentation. (Homework will no longer be Mindtap assignments, but
rather different steps working towards the goal of being able to present a country and three cities of interest.)