Date : November 26, 2018 Subject/ Topic/ Theme Introduce Fashion/Clothing Vocabulary Grade 8/French 2
I. Objectives
How does this lesson connect to the unit plan?
This unit is on fashion and clothing vocabulary.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Students will recognize the basic clothing/fashion terms on their list. R/U
Students will be able to pronounce these terms comprehensibly. C
Students will be able to create sentences using “Je porte” and “J’aime” + noun C
X
Students will verbally appreciate one another’s clothing.
Common Core standards (or GLCEs if not available in Common Core) addressed:
Communication (Strand 1) – Interpersonal, Interpretive; Using language in spoken and/or written form (D)
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Formative (for learning): Checking as we go along to see if students are understanding (i.e. “Qu’est-ce que c’est
en anglais?)
Outline assessment
activities Formative (as learning): They continuously have to say the word in English and in French to check themselves.
(applicable to this lesson) They are held accountable by other classmates.
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Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language
They may choose to act out or
Students work together to Students will hear language draw. They can respond out
interpret the meanings of words. orally, see it visually, and act it loud by guessing.
I will give them feedback out or draw it.
through prompting questions
and pronunciation help etc.
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
Gestures, oral repetition, Students may stand up and act
Students are actively engaged writing words on board, using out. They may also move
by having to act out and visual aids (pointing to actual around and compliment in the
interpret meaning themselves clothes etc.) closure.
rather than hearing it from the
teacher.
Materials-what materials Handout: Vocabulary sheet
(books, handouts, etc) do Materials: Writing utensils, chapeau, small pieces of paper with French clothing terms and English
you need for this lesson translations
and are they ready to
use?
Due to construction, we are in a temporary classroom with two long tables, perpendicular to the chalk
board and a little table next to them. The space is cramped, but this class is quite small, so they can
move around a bit.
How will your classroom
be set up for this lesson?
35 minutes
Development Jeu de mimes Students watch mime and engage in
(the largest Say, “Nous allons faire un jeu de mimes. questions.
component or Conaissez vous le jeu de mimes ? Qu’est- Students act out and or speak in French to
main body of ce que c’est? » (If needed, write charades get classmates to guess words.
the lesson) on board). Students repeat words in French and
Put clothing terms in hat with their English and write them down on their
English translations (maybe phonetic too). sheet.
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Demonstrate the charade by pulling out a
term and miming it. Then say the French
equivalent. Ask “Qu’est-ce que je porte?
Qu’est-ce que c’est? En Anglais?”
Explain with gesture: “Nous allons passer
le chapeau. Vous allez choisir un mot.
Vous allez dire le mot… EN
FRANçAIS…et mimer le mot. Les autres
vont dire le mot en anglais. On va faire un
exemple : si j’ai « chapeau » (show them
the card with hat) je peux mimer (mime),
faire des gestes (point to head, ou dire des
autres mots en français. « tête , un
chapeau sur la tête » ou (put hat on
student) « Maya porte un chapeau. » Ça
va ? Vous comprenez ? » Ask a student to
come up and demonstrate with you for
another example.
Give the hat to a student and say, “Tu
commences. Choisis un mot.” Guide the
student through the acting out, prompting
words and correcting pronunciation. Say
(e.g.) “Très bien! Ben porte un T-shirt. En
anglais ? En français ? » Write it on the
board and show the vocab sheet. Say,
“écris le sur la liste…”
Repeat this activity until all the words are
through. If you have extra time, and the
students seem interested, put words back
in and repeat. If students don’t seem
interested, point to different items of
clothing and ask, “Qu’est-ce que je
porte?” or “Qu’est-ce qu’il porte?”
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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