Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Johanna Admiraal

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

II. Before you start

Identify prerequisite 1. Knowledge of « Pourquoi » « Est-ce que, » and « Qu’est-ce que c’est »
knowledge and skills. 2. Knowledge of the future proche
3. J’aime plus noun
Pre-assessment (for learning):

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.

Summative (of learning):

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

Engagement
Provide options for self-regulation-
What barriers might this
expectations, personal skills and
lesson present? strategies, self-assessment &
reflection
What will it take – Students will hear their
neurodevelopmentally, classmates repeat words and
experientially, will repeat words themselves.
emotionally, etc., for your They can gauge their own
students to do this lesson? mastery of the word through
that. Also, I will be able to
gauge whether they understand.
Representation
Provide options for comprehension-
activate, apply & highlight
Highlight words and meanings
with gestures, speech,
repetition, and application in
sentences.
Action and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Ask students to repeat words,
and write them down, and act
them out so you know if they
are understanding.

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
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.
Handout: Vocabulary sheet
Materials: Writing utensils, chapeau, small pieces of paper with French clothing terms and English
translations

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?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 minutes
Motivation  Show students a hat. Say “Chapeau” and  Students say what Chapeau is in English.
(opening/ ask the students, “Qu’est-ce que c’est en  Students repeat Chapeau in French.
introduction/ Anglais?”  Student puts on hat.
engagement)  Have them repeat “chapeau”  Students answer questions.
 Put the hat on head and say “Je porte un  Students write down Chapeau on their
chapeau.” Write that on the board. vocabulary sheet.
 Ask a student to come up and put on the
hat. Say, “Il/Elle porte un chapeau. »
 If someone in the class is wearing a hat,
say « Est-ce que tu portes un chapeau?”
 Pass out a vocabulary sheet. Show the
vocabulary sheet and point to the blank for
“hat.” “écris-le en Français.”

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?”

!!For homework, students will video themselves

teaching a friend or family member 2 words from
the vocab list. They will also look up the meanings
and pronunciations of the remaining 10 vocab
words.

5 to 10 minutes  Students compliment one another in

Closure
 Ask students to compliment eachother’s French using newly acquired vocabulary.
(conclusion,
clothing. Say, “Vous allez complimenter
culmination,
sur les vêtements des gens à côté de
wrap-up)
vous. » Give an example. « Madame
Anderson, j’aime votre chemise. »
 « Maintenant, à vous ! Complimentez vos
camarades de classe. »

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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