Colette Bachand, EDSE 370

Lesson Plan Outline

Language: French as a second language
Program model: French as a Second Language, Three-Year Program
Grade: FSL 10
Number of students: 21 with 11 girls and 10 boys
Focus Task Title: Le Corps (The body)
Alberta POS specific learning
Language learning Objectives:
outcome
General Outcome for Communicative Acts: Students will be able to use basic
French to identify the parts of the
Specific Outcome:
Concrete messages using a limited range of body.

known vocabulary and taught language

structures for
simple aesthetic or imaginative purposes in
relation to familiar topics (10 A 5)
pronounce familiar words correctly by
associating sounds and symbols (10 R
1.3a) Page 21, French as a Second
Language, Three-Year Program of Studies
(10-12) (2007)

Students will be able to demonstrate

describing a character.

Key Vocabulary
Head
Eyes
Ears
Nose
Hair
Mouth
Teeth

Body
Shoulders
Arms
Hands
Fingers
Legs
Feet

Adjectives
brunette
blonde
brown-eyed
blue-eyed
albino
rosy
heavy
thin
fat
thick
short
tall
muscular
cute
attractive
masculine
feminine
pettite
tiny
large
small

Colette Bachand, EDSE 370

The task procedure:

Introduction to the lesson: Playing hang man (5 min)
Each time the hangman looses a limb to a wrong answer the teacher will identify the
French word of that body part. The answer to the game will be Le Corps.
Relevance: (10 min)
Discuss with students Why its important to know French vocabulary the body so that
they understand relevance to the subject.
Eventually the teacher will lead tell the students that as a class we will create an overall
final product of a published ebook. Today we will be creating characters for the class
book.
Presentation:
Learning the basic vocabulary ( 5 min)
To learn the body parts the teacher will sing Heads and shoulders, knees and toes to the
class. The second round the teacher will write the words on the board. Repete until a
basic understanding is shown.
Practice:
Practicing the basic vocabulary (15 min)
Continue learning about the parts of the body by playing Simon says". Add a few tricks
to assess understandings. Instead of speaking the word also consider pointing to so that
kids can familiarize with the written word aswell.
Alternative idea
Jigsaw Give the class a handout of a monster. Have students sit in pairs, with one
student describing a monster, and the other person drawing out what the description.
Do they match?
Creation:
Design your own person online (15 min)
Divide the class into 3 or 4 groups. Each group will get a main character to design: hero,
villain and secondary characters. Students must write what the character will look like
then draw it on a sheet of paper. The groups must then present in front of the class.
Extra:
If there is time left, have the presenting groups describe the characters without showing
their pictures. Ask the class to draw what they hear and understand. At the end, reveal the
presenters picture and have the class individually compare their photos.
Visuals and Resources:

Visuals: Handout, Words written on the board, or projected from a website

Colette Bachand, EDSE 370

Rationale
Hangman is a familiar and fun way to introduce the subject,
Presentation:
I like utilizing the song Heads and shoulders, knees and toes because its familiar format
to the students. Vocabulary in songs is much easier to memorize. The French song
modeled after the well known English version will show how language is universal.
Simon Says is promoting the learning of the names of Body Parts in a fun game like
situation. It is using a kinesthetic approach. This way, students will make audio-physical
connections when they hear the French word and touch the corresponding body part.
Practice:
Outlining the silhouette in a string of words is a visual-kinesthetic exercise. Students
make connections of writing the correct word on the life-size corresponding body part.
The fact that students must make a string of words promotes repetitive practice of
rewriting the word so that it is memorized.
Relevance:
To show real world implications
And also as a segue to the last activity.
Creation:
Gives the lesson context and relevance because were learning about body parts to
eventually write a book. Its not just a vocabulary lesson.
Having students create characters, gives students the chance to exchange ideas, which
requires talking and listening in French. It also gives students a chance to take autonomy
over their learning and be imaginative.

Assessment
Informal
Simon Says The teacher can make an elimination round in which students
sit down if they didnt understand what Simon said.
Formal
Will be the written description of their character. Does the description reflect
the character? Is grammar and spelling correct? Are all the outlined
vocabulary words used?