Lesson Plan Guide

Teacher Candidate:

Donna C. Allen

Date: 11/10/14

Grade and Topic:

French I 9th-12th

Length of Lesson:

Mentor Teacher:

Marla Phillips

School:

50min

Kirby High

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

SCS World Languages Curriculum Year One Unit 1: Culture Products:

I can identify some geographical features of other countries.

I can identify familiar landmarks.
I can identify typical products from the target culture.

LESSON OBJECTIVE:
I can identify the capital and one major cultural or geographic feature of five francophone countries.
I can display the information with a power point presentation by using one slide per country.
STANDARDS ADDRESSED:
Cultural Perspective and Practices National & TN Standard 2.1B Illustrate and explain, using visuals and/or props, the
importance of customs of target countries drawn from daily life, celebrations and traditions.
Cultural Perspective and Products National & TN Standard 2.2A Identify some cultural symbols and the meaning
behind them. Cultural Perspective and Products National & TN Standard 2.2B Identify some significant national or
geographical monuments of the target culture and tell why they are important.

ISTE standards: 1. Facilitate and inspire student learning and creativity. Teachers use their
knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance
student learning, creativity, and innovation in both face-to-face and virtual environments.
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work processes
representative of an innovative professional in a global and digital society.
MATERIALS:
Previously constructed list of countries and capitals as reference.
Worksheets providing instructions and space for notes regarding the images and facts students will use
to illustrate the francophone countries they are researching.
Technology will be integrated as students use power point to organize presentations using one slide per
country and displaying only the name of the country, the capital, and an image to illustrate the
interesting fact about the country.

A sample of what the finished product might look like.

BACKGROUND and RATIONALE:

One of the main objectives for level one, unit one according to SCS World Languages Curriculum is for
students to familiarize themselves with the major geographical features of the countries where the
language they are acquiring is spoken. As part of this unit, students will learn the names and the capitals
of all the countries where French is widely spoken. Learning some facts and images associated with

these countries and their capitals should help the information stick and will thus help students prepare
themselves for the quiz on the countries and their capitals at the end of this unit.
Critical academic language: Countries & cities. Landmarks. Iconic Products & practices

Builds on previous vocabulary of the countries and their capitals as well as some cultural and
geographical factoids that were presented by the teacher.
In a subsequent lesson students will present their information to their peers and we will take a quiz
matching the names of countries to their image on the map and the capital of the country to that county.
They will also have a homework assignment where they will be required to match the name of the
country in the target language to a location on the map using numbers. They will thus be constructing a
study-guide for the quiz. Creating presentations about the interesting facts associated with each
country help make the information relevant.
I will plan for differentiation because some students have difficulty working only with text. The multiple
visual presentations and mapping involved with this project will help students access the information in
multiple ways. Students may also add audio sounds that demonstrate the pronunciation of the capitals
that are not in French (especially in the African/Asian countries).
PROCEDURES AND TIMELINE:
Introduction: We have learned that French is spoken in many countries other than France. In fact most
French Speakers do not live in Europe at all! There is quite a bit of cultural and geographic diversity in
the francophone word, but how can we illustrate those differences? Today you will put together a
presentation for your classmates by choosing the three counties that seemed the most interesting to you.
You will do this by creating a power-point presentation with a fun or interesting fact about each country.
Procedures:
+Students come in and are seated and engaged in their bell work when the bell rings. Bell work
involves matching capitals to their countries and is drawing on knowledge from the previous
lesson. (5min)
+The teacher transitions from bell work to problem statement and calls on a student to read the
days objective and guiding question. Next, a worksheet containing basic steps and procedures
for the activity is distributed while teacher explains product procedures using a power point
presentation on the smart board. (5min)
+Next the teacher asks students to go ahead and individually select the three countries they wish
to feature in their own presentation while the countries and some sample factoids are played on
the screen. (5min)
+Students will go to the computers to begin researching their images for the facts already given
or might decide to use or find a new fact as long as they site their source. (10min)
+After the research phase is over the teacher will announce that at this point students should be
getting started on constructing their presentation. After they have completed the presentation,
they are to email a copy to their teacher and then return to their seats. (20min)
Closure and closing procedures (5min)

Closure: After student have completed and submitted their assignment, they will return to their assigned
seats with their instruction sheets in hand. We will discuss our individual findings.
Finally we will complete our closing procedures in the target language and students will take their notes
home to work on the oral presentation (since they will not be allowed simply to read from the slide) for
homework.

ASSESSMENT EVIDENCE:
Assessment Rubric:
Lesson Component
3pts
Instruction worksheet.
Instructions were
followed. List of
three countries and
notes outlining oral
presentation neatly
completed.
Power-point.
All three slides
contain only the
required text and
images.
Presentation is
engaging and well
organized.
Presentation.
Speaker seemed
confident and
prepared, presented
all required
information
without reading
from the slide or
from the notes.
Overall participation
Speaker engaged
and classroom
with classmates
discussion.
and classroom
materials in a safe,
respectful and
responsible
manner.
Completed all tasks
and met all
deadlines.

2pts
Instructions
followed. List of
three countries and
notes present but
somewhat
disorganized.
All three slides
contain only the
required text but
presentation is
distracting, underdeveloped or not
well organized.
Speaker seemed
confident and
prepared, presented
all required
information but
read from the
notes.

1pts
Instructions
partially followed.
List and/or notes
incomplete.

0pts
Not completed

Speaker engaged
with classmates
and classroom
materials in a safe,
respectful and
responsible
manner.
Completed most of
the tasks by the
deadline.

Speaker engaged
No evidence
with classmates and
classroom materials
in a safe respectful
and responsible
manner, but some
tasks were
incomplete and/or
were completed
late.

Some slides contain Not completed

more or less that
the required text
and image.

Speaker presented
but was missing
some of the
required
information and/or
did not seem
prepared.

Did not present

MODIFICATIONS:
Students who have learning disabilities or speaking impairment will be partnered with another student
and/or given more time to complete their assignment. A student who has trouble speaking may also be
able to use the audio on the power-point presentation to read their presentation of interesting facts for
the class.
Students who finish early or who find the activity overly simple can assist as peer tutors for struggling
students.