Daily Lesson Plan Template for World Languages

Developed in collaboration with W & M Foreign Language Education and WJCC World Languages
Curriculum & Instruction, School of Education, College of William & Mary
Daily Lesson Plan Template for World Languages
Teacher: Rebecca Langdon Subject: French
Class/level:
French 2
Period:
4B
Date:
4 May 2016
Unit:
1 La Nourriture
VA SOLs:
FII .1(1), (2),(3)
FII.2 (1), (2), (3)
FII.3 (1), (2), (3)
Essential Question(s):
How do we stay healthy?
Unit Learning targets (unit plan)
I can identify foods
I can categorize foods
I can describe a typical meal
I can conjugate the verbs: vouloir, pouvoir, devenir
I can express likes/ dislikes
I can identify quantities
I can identify utensils
Daily lesson learning target:
I can…
Goals:
___x__Communications
___x__Culture
___x__Connections
_____Comparisons
_____Communities
Communicative Modes:
__x__Interpersonal
__x__Interpretive
____Presentational
Time:
Activity:
Materials:
Goals/Modes
Did it
work?
10 minutes
Warm-Up:
Speaking activity / Activité parlant
1. Students practice vocabulary from unit
packets. (Étudiants pratiquent le
vocabulaire en groupe.
2. Avec un partenair(e): Étudiants demandent
l’un l’autre questions au sujet du
vocabulaire
3. Avec la classe: étudiants demandent l’un
l’autre des questions au sujet du vocabulaire
Model for students.
Unit packets
Start students
practice
speaking in
French using
new and
previously
learned
vocabulary.
10 minutes
Board splatter:
En 4 equipes: écriver les mots en categories différénts.
Vocabulaire
Verbes
Expressions de quantité
Markers, white board.
Practice
writing,
thinking of
different
categories of
vocabulary

Developed in collaboration with W & M Foreign Language Education and WJCC World Languages
Curriculum & Instruction, School of Education, College of William & Mary
10 minutes
Activité d’écrit: Journal writing / Formez des questions.
1. Nous achetons du lait à la crémerie.
2. Je voudrais du pain, s’il vous plaît
3. Ils préférent de la viande pour le diner ce soire.
4. Vous faites les courses à midi.
5. Tu vas à la boulangerie pour acheter du pain.
Sentences written on the
board.
Journals, pens, pencils
Students read
sentences and
form
questions
based on the
statements.
10 minutes
10 minutes
Power point- food items:
1.Donnez-moi un mot. (champignon)
Donnez-moi un verbe. (manger)
Donnez-moi une phrase: (Je mange des champignons)
2. Donnez- moi un mot, (la dinde)
Donnez-moi un verbe, (manger)
Donnez-moi une phrase.
Vendeur/ Client
Images of food items,
“grocery list”, merchant
signs.
15 minutes
Video form VHL central
Activité d’écoute:
Au Supermarché
Repondez aux questions par des phrases completes:
1. Quels ingredients faut-il pour preparer les
crépes de Sandrine? (Pour preparer ses
crèpes, il faut des champions, du jambon, du
fromage, des oeufs, du lait, du beurre.)
2. Quels ingrédieints faut-il preparer le boeuf
bourguignon? ( Du beurre, des carottes, et des
ognons)
3. Quels ingredients faut-il pour preparer les
crépes de Sandrine? (Pour preparer ses
crèpes, il faut des champions, du jambon, du
fromage, des oeufs, du lait, du beurre.)
4. Quels Quels ingrédieints faut-il preparer le
boeuf bourguignon? ( Du beurre, des carottes,
et des ognons)
5. QUels ingredients faut-il à Sandrine pour
preparer le poulet et le gratin? (du poulet, de

Developed in collaboration with W & M Foreign Language Education and WJCC World Languages
Curriculum & Instruction, School of Education, College of William & Mary
la crème, des champignons et des pommes de
terre)
6. Quelle ingredients est-ce que Valérie mettre
pour la salade? (… du thon et des tomates)
Back-Up (technology and extension activities):
Differentiated Instruction / Adaptations:
Ongoing Informal Assessments:
Formal Assessments:
Reflections on this lesson:
● What went well?
● What didn’t go well?
● How did you get through it?
● What’s possible now?
● What would you do differently?
● Who didn’t learn what you taught and why?
● What are you going to do about it?
● Remarks on student engagement and student learning
● What was your best experience during this lesson – a time when you felt engaged and happy
with what was going on? Describe that moment in more detail.
● What values did you hold true to even though it was a tough class?

Developed in collaboration with W & M Foreign Language Education and WJCC World Languages
Curriculum & Instruction, School of Education, College of William & Mary
Lesson planning guiding questions to ask yourself before writing a lesson plan:
1. What will the students know and do at the end of class they cannot do at the beginning?
2. What do the students need from me to be able to show they know and can do it?
3. How am I going to organize/present/manage the lesson?
4. How will students practice what they need to know and do?
5. How will I know that they “got it”? (Assessment)