Teacher Candidate: __Thomas_Montanaro________________         Date: _November_13,2011

Lesson Plan Template


Unit Title: _”La_Vie_Courante”___ Subject: __French___ Grade Level: _7_Checkpoint_A____

Essential Question(s):__ How do we use language to communicate effectively on a daily basis? __

(*****You may not use every box everyday during field experience.)


Lesson Title/Number

“Le jour et la date”


State Standards and Performance Indicators


















Checkpoint A Standard I.  Students will use a language other than English for communication.


Performance Indicators:

  • Students will comprehend language consisting of simple vocabulary and structures in face-to-face conversation and interaction with other students, as well as the Teacher


  • Students will comprehend the main idea of more extended conversations with some unfamiliar vocabulary and structures as well as cognates of English words.


  • Students will compose a one month calendar in French to exchange information about days of the week, as well as dates of birthdays and major holidays.


Lesson Objectives

(Bloom’s Taxonomy)














Acceptable Evidence

*Could be collected for accountability/auditing purposes.




  1. The students will observe, listen, and repeat the names of the days of the week, and months of the year
  2. The students will restate what day of the week it is today, and tomorrow. They will recognize how to write the date in French.
  3. The students will practice asking and answering what day of the week it is.  They will demonstrate when certain dates of well-known holidays are. They will interview each other in order to find out when their birthdays are.
  4. The students will arrange themselves in a line based on their birth dates (starting with janvier, ending with décembre)
  5. The students will prepare a calendar of the month of their next birthday (using a blank calendar template). 
  6. The students will select a location and decide how they want to display their calendars in the classroom.



Evidence that students have achieved objective(s):

  1. The students will orally repeat the days of the week and months of the year, using correct pronunciation with few errors. 
  2. The students will respond to oral questioning techniques used to monitor their progress, review information, and engage the students.  They will write the date correctly at the tops of all homework assignments and quizzes.  Students will listen to dialogues read aloud by myself or an audio CD and answer questions orally, as well as complete a 10 question homework assignments based on the information presented, to turn in, receive feedback on and self correct. 
  3. The students will participate in group questioning activities such as interviewing each other and practicing putting newly learned vocabulary into context and use.  They will also be questioned individually to review new information.  Students will complete in class and homework assignments answering questions about the dates of well-known holidays, using their new vocabulary correctly. Students will take a pre-quiz, as a review of the days of the week and months of the year.
  4. The students will organize themselves in a line based on their birth dates, using newly acquired information on French dates. 
  5. The students will prepare a calendar of the month of their next birthday as a final project for the lesson.  They will label the month, the days of the week, their birthday, and any other major holidays in that month in French. They will include an original drawing to illustrate the top of their calendar. (If all 12 months are not represented by birthdays of students, I will ask students if they wish to complete the missing months for 5 extra bonus points on their next quiz).
  6. The students will decide as a class where and how they will display their calendars, to be used as a reference for the remainder of the school year, keeping track of the date, birthdays, and holidays.  The students will complete a quiz at the completion of the lesson, demonstrating their knowledge and understanding of the uses of days of the week and months of the year.




Bell Ringer and Prior Knowledge Tap


This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review






Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities





*Accommodations for learning modalities are required.


Label…visual, auditory, and kinesthetic















Warm-Up and review: Ça va? Ask students how they are feeling, reviewing the expressions from previous lessons.

Present the new lesson on days of the week with video clip http://www.youtube.com/watch?v=dIY_Ql0QbIE


Warm-up and review: asking each student “C’est quel jour aujourd’hui?” or “Quel est la date aujourd’hui?” each day after the introduction of this new vocabulary.




Day 1

  1. The teacher will distribute the “L’anniversaire” Bell Ringer questionnaire to the students with the lesson’s vocabulary.  Students will complete the Bell Ringer. (10 minutes) Visual Comparing
  2. The teacher goes over the days of the week and months vocabulary with the students in class. Reviewing the students’ previous knowledge of numbers, the teacher explains how to write the date in French (10 minutes). Auditory/Visual Direct Vocabulary Instruction/numerous examples
  3. The teacher puts the students in pairs to ask and answer each other in French “When is your birthday?” (5 minutes). Visual/Auditory Face-to-Face Promotive Interaction
  4. Students will organize themselves in a line based on birth dates using newly acquired information on French dates. Students will ask each other their birth dates. (10 minutes) Kinesthetic/Auditory/Visual Making physical models
  5. The teacher will present the calendar project to students.  Students must each create their own calendar on the month of their birthday.  For the remainder of class, Students will work on their calendar (7 minutes) Visual/Auditory/Tactile Creating Graphic Representations

Day 2

  1. The students will complete Bell Ringer activity with a crossword puzzle using English translations of vocabulary as hints to the answers.  (10 minutes) Visual Reinforcing Effort
  2. The teacher will go over the correct answers to the Crossword puzzle by questioning students individually for correct answers to the quiz. The teacher will also write the correct answers on the smart board.  (8 minutes) Auditory/Visual Comments
  3. The teacher will review the numbers from 1-10 using a smart board to present the numbers. This will also be used to introduce numbers from 11-31.  (7 minutes) Visual Words Critical to New Content
  4. The teacher will distribute plastic bags containing numbers 0-9 to all of the students in the class. The students will listen to the numbers told by the teacher and pair the correct numbers heard. The plastic bags with all numbers will be collected at the end of the lesson. (15 minutes) Visual/Auditory/Tactile Word in Context
  5. Any remaining time of the class will be used to work on the calendars from the previous class. Visual/Tactile Creating Graphic Representations

Day 3

  1. As a Bell Ringer, students will use plastic bags with number from previous day’s lesson.  The teacher will say numbers either in a list or two-digit numbers.  (10 minutes) Visual/Auditory/Tactile Reinforcing Effort
  2. As review of the months and the days of the week, the teacher will present a PowerPoint presentation displaying images representing the days of the week and months. The teacher will call on students individually to give the correct answers to the images.  The PowerPoint will also contain new vocabulary of the seasons in French and some festivals in Francophone countries around the world such as Bastille Day and Jour Saint Jean.  (20 minutes) Visual Image Association

Day 4

  1. Students will complete a worksheet containing authentic articles, maps, and calendars in French. Questions on the back need to be answered by referring to the clippings on the front page. The teacher is allowed to provide assistance, for there may be several words the students may not understand, but the teacher must not directly give the answers. (25 minutes) Visual Word in Context
  2. The teacher will review all the days of the week including the months with the students using the worksheet as reference.  The teacher will also preview what will and will not be on the test in the next class.  (10 minutes) Auditory/Visual Reinforcing Effort
  3. The remainder of the class will be used to complete the calendar from the beginning of the class. Graphic Representations

Day 5

  1. Orally, the teacher will quickly review the days of the week and months with the class.  (5 minutes) Auditory
  2. The teacher will distribute the quiz to the class. Students cannot talk to each other once the students receive the quiz. The quiz will consist of two parts – the first being matching and the second being a listening section. The teacher will first give the listening part for the students allowing the remainder time to be concentrated on the matching section.  The quiz will also include bonus questions worth up to 3 points. Visual/Auditory
  3. Once the students have completed the quiz, students may use the time to work on an extra activity or their calendars if they haven’t finished. Visual/Tactile



Checks for Understanding 


Label: directions, procedures, routines, and/or content (formative)








The teacher intricately uses questioning to students after explaining vocabulary.


Before students were paired in asking each other about their birthday, the teacher gave an example question/answer response.  While students asked each other about their birthdays, the teacher would observe the students and ask them about their birthday.


Teacher will ask students when their birthday is and assist them in arranging themselves in the correct place in line.









Type and purpose


(sometimes called evaluation)



Formative Assessment: checking for understanding, questioning students in groups and individually, observing students working on activities, observing on-and-off task behavior, and reviewing homework & class work when completed, and going over the lesson pre-quiz together as a class to prepare for the test.


Summative Assessment:  Calendar assignment will be given a formal grade based on completion and inclusion of specifically outlined criteria (Checklist).  There will be a 20 question test at the end of the unit, which will receive a summative grade.









At the end of the lesson, the students will decide as a group where and how to display their calendar assignments.  These will be used as a way to wrap up the lesson on dates and days of the week before moving on and introducing new topic materials.  The calendars will also serve as a reminder of what students learned as it will be used throughout the rest of the year to display the date and celebrate student birthdays.







and/or Interactions with Support Staff




a.       Students with exceptional learning needs may receive extra time to perform tasks, more one-on-one help or attention, be partnered with “above average” students or a student aid, receive written directions or updates sent home to parents, or any other accommodations as outlined on specific student IEP’s.  Auditory/Visual

b.      Visual aids such as image association for vocabulary terms are provided for visual learners.  The “Jingle Bells” month song is a useful tool for auditory learners or those with musically based intelligences. Visual





Vocabulary sheets






Whiteboard or Smart board

Calendar Template


Time Required


3-4 days

*The procedure is flexible and subject to adjustments depending on students’ understanding of content. Time on certain activities may be extended or shortened where needed.*