EDUC 480 - Mini-Lesson: Lesson Plan

Date: June 7, 2016

Name: Pauline Sidhu (Partner: Robin Purdy)

Target Student Group: Secondary Grade 8 Core French class

Title of Lesson: Mes Gouts Prfres
PLOs: (Connection to IRP): Grade 8 Communicating

recognize and use common patterns

adjust the message in order to use known expressions and vocabulary

ask for information, permission, and clarification

share information about activities and interests

participate in familiar activities (real or simulated)

Big Idea: Listening and viewing with intent strengthens our understanding and acquisition of French
Lesson Objectives/Student Understandings:
Assessment:
Students will be able to...

written: dialogue (formative)

communicate their eating preferences orally and

orally: dialogue (formative)

through written work

orally: practice vocabulary via word

build their French vocabulary specifically food

association ball de mots game
vocabulary

written: handout sheet for assessment

create a written dialogue with a partner using the

(either at the end of class or next day)
newly acquired vocabulary and orally present it

use this vocabulary/dialogue in real life situations

such as a restaurant or grocery store

read and recognize vocabulary words and be able

to modify them if required (e.g. plural or feminine
agreements

Activities:
Materials/Resources:

Exercise Dechauffment: balle de mots. Word Association game.

Passages 1
Students get into a circle or sit on their desks so that they can face the
Workbook
rest of the class. They are provided a ball (or something similar) to throw

Ball for Balle

gently to one another as they connect words. The first person will choose
des mots
the topic and the rest of the class will follow suit. E.g. Topic =

Dialogue
vetements. Person A might start with un manteau, the next might say les
Handouts with
chaussures and the third la chemise and so forth. We will begin with an
Vocabulary
arbitrary topic to learn the game then use food words so students know
(printouts 1 for 2
the topic of the day. If they dont know it in French, they are allowed to
people)
say it in English (we will provide the French word and they will repeat

Chalk or White
it).
Board Markers

Dialoguesdepronunciationthestructureiswrittenontheboard,but
studentswilllearntopronouncethewordsappropriatelytoo.Will
providethesoundedoutwordsinbracketsandwillorallypracticewith
thestudentsfirst.

Handoutsaregiventothestudentssothattheycanfollowalongwiththe
modelaswell.Wewillorallyreadoutthedialoguesandstudentswill
listentomakeconnections.Willgooveressentialvocabularyatthistime
too.Makechartontheboardforboissonprefereetgouterprefere
forPhillipe/Amelie/JeanLouis/Dianne/Sylvain.Willaskstudents
tofillinthechartusingthedialoguesheetorallyQ&Astyle.

Thevocabularysheetthatthestudentshavewillthenhelpthestudents
applythestructurewrittenontheboardtofillintheirownblankswitha
partner.Theywillpracticethispartorally.Willaskforavolunteergroup
topresentinfrontofclass.

Homeworkorifclasstimeallows:Topracticefoodvocabularythe
studentswillbeaskedtowritetheirowndialogueusingthreedifferent
fooditemsbutthesamestructurepresentedinclass.Thiswillbeusedas
aformativecheck,andthestudentswillpresentthisnextclasswitha
partner.
Extensions:

Using the food vocabulary to build into next lessons e.g. restaurant lesson we will learn
restaurant etiquette and how to order food. Eventually we will take a field trip to a French
restaurant to apply and use our knowledge.

Using the structure to further apply it to our oral/dialogue skills e.g. using the format provided and
filling in the blanks with whatever necessary, not only food/drinks
Adaptations:

Providing students both visual and oral guides for learning the vocabulary

Students are allowed to first use English if they are unsure or uncomfortable. Necessary
oral/written supports will be provided.

Students begin in small partner groups and are not compelled to share or have the option to pass if
required.