Lesson Title:

Know your Body Parts Lesson # 1 Date: October 11, 2017

Name: Subject: Grade(s):

Christine Dalman, Lindsy Friendship, Lisa French 6
Blachuras, Edgar Alejandro

Rationale: (lesson context and reasons why lesson matters)

This lesson introduces a secondary language in a context in which they are already familiar with, their body. This lesson draws on the big idea
that “meaningful communication is possible in French using simple, high-frequency words and patterns” (BC Ministry Core French Curriculum,
2015). This lesson is meaningful to students, as it utilizes vocabulary they were introduced to in a previous lesson in a functional and practical
application. Being able to communicate an ailment in French could prove to be an important ability for students when traveling abroad or within
Francophone communities in the bilingual country we all live in.

Curriculum Connection : (which can be: big ideas / learning standards /curricular competencies/core competencies)
https://curriculum.gov.bc.ca/

Big Idea: Meaningful communication is possible in French using simple, high-frequency words and patterns.

Curricular Competencies:
Seek clarification of meaning with simple statements and questions.
Exchange ideas and information using complete sentences orally; In context, to describe common states of physical health.

Content:
Key Vocabulary and structures to ask and respond to different types of questions.
Vocabulary and structures describe common states of physical health.

Learning Intentions- (learner friendly language such as: I can …..)

- I can ask what body part hurts.

- I can respond what body part hurts.

Prerequisite Concepts and Skill : (for student success)

Ability to move around and work with others.
Materials and Resources with References/Sources:

Teacher Students

-Teacher Handout Pencil

-Video
- Vocab Chart
- Body Part Chart

Differentiated Instruction (DI): (accommodations)

Assessment and Evaluation: (formative and summative possibilities related to curricular connections)

Tool:
Criteria:
Organizational/Management Strategies: (anything special to consider?)

Possible Aboriginal Connections / First Peoples Principles of Learninghttp://www.bced.gov.bc.ca/abed/principles_of_learning.pdf and

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/aboriginal_education_bc.pdf
Lesson Activities:
Teacher Activities Student Activities pacing
On the board:
- The charts up, learning intentions and the
question/answer.
Introduction (hook/motivation/lesson overview) Listen and participate 3-5
Mins
Learning Intention:
“We are going to learn about the body parts.”
Where would we use this?

Hook:
Sing a long Video (Head and shoulder etc.)
After Introduction to vocabulary words

Body (lesson flow/ management)

8-10
- Gather the class into a circle and start introducing the Mins
vocab words for body parts in French. -Students participate
- With everyone standing, Ed will be pointing to the words
on the list and saying it in French. He will repeat the word
with the class, while pointing to the body part. The class
will be asked to point to the same body part that is being
touched by her.
- Once all of the body parts have gone through, he will start
pointing to the body parts without anyone else saying
anything. The class will try and recall which ones they can
as a class. (less pressure all together)
- Once the body parts have been gone through twice, get
students to sit down.

-Replay the “Head and Shoulders video” to refocus the

class and to strengthen the vocabulary.

-As a class we are going to try and place these vocab words
on this body. Christine will select various students who feel
comfortable coming up and placing a vocabulary word.
“Who knows what HEAD is in en francais?”
- When someone raises their hand with the CORRECT
word in French, they are able to come up and move it. If
they are wrong, kindly ask the class who can help the
student choose the correct word.
-Continue until all of the vocab words are on the body.
-Once all the words have been placed, do it all over again
without the master list of French words and hints/pictures.

-Lindsy will start explaining the Hospital/Patient interactive

worksheet.
- She will explain how to say the question and answer on
the board.“Est-ce que tu as mal a ________?” “Oui, j’ai
mal a _______!”
- Each student will be given a body part on Q card. -
Students will have to ask other students what body part
hurts (the one that is on their card). When they have all
their squares completed, students will return to their desk. 5 Mins

-Replay the “Head and Shoulders video” once students start

sitting down/ early finishers. If students are still not done
by the time the song is over, ask them to sit down.

Closure (connections within lesson or between lessons,

sharing successes, summaries)

Students will remain sitting. She will explain that we are 8-10
testing their knowledge of what they learned. Having all the Mins
vocabulary and questions on the board, students will repeat Students demonstrate their understanding
both phrases they learned, which respond to the card.
. Lisa will have a set of cue cards that show a body diagram
with a locations of pain. Students will need to look at the
cue card and respond with the target question “Est-ce que tu
as mal a ________?” “Oui, j’ai mal a _______!” This will
be their ticket out the door and lead into next class.

Reflections: (over)