Vocabulary Posters
Les vêtements
un maillot de bain un chapeau
une ceinture
des bottes une casquette une robe un T-shirt une veste un jean
un pyjama des basket
des sandales
une écharpe
une chemise
des chaussures un short une jupe des chaussettes un pantalon
un chandail
bathing suit
hat
belt
boots
baseball cap
dress
T-shirt
coat
jeans
pajamas
runners
sandals
scarf
shirt
dress shoes
shorts
skirt
socks
trousers
sweater
English
Colour
White
Blanc
Black
Noir
Grey
Gris
Red
Rouge
Orange
Orange
Yellow
Jaune
Green
Vert
Blue
Bleu
Pink
Rose
Purple
Violet
Brown
Brun
Qu'est-ce qu'ils portent? What are they wearing?
Elle porte une robe verte.
She's wearing a green dress.
French
Elle porte une ceinture blanche.
She's wearing a white belt.
Il porte une chemise rouge. He's wearing a red shirt.
Lesson Plan Sample Template – Vancouver Island University
Name: Katie Collinge
Grade
7
Subject
Core French
Topic
Clothing and Colours
Allotted Time
45 Minutes
Cite sources used to develop this plan: Personal Ideas, Photos from Clip Art, Worksheets from
http://www.education.vic.gov.au/languagesonline/french/sect31
1. Rationale: Why is this lesson relevant at this time with these students?
This group of students will be continuing on with their colours and clothing vocabulary to develop a
fashion show at the end of the term. They have learnt the basic vocabulary prior to this lesson, but we
will review the vocab in the first lesson. In the second lesson, students will then learn how to say, “He/
She is wearing...” and in the final lesson, students will write a script for the fashion show.
Learning Intention: I can identify articles of clothing and colours in French.
2. Provincial Prescribed Learning Outcome(s) (PLOs): What IRP outcome(s) does this lesson
develop?
Grade 7 Communicating:
It is expected that students will:
• Ask for and give simple information
• Exchange information about themselves
• Participate in classroom activities
• Begin to derive meaning in new language situations
It is expected that students will:
• Extract and retrieve specific information from French-language resources to complete
authentic tasks
• Express acquired information in oral and visual forms
3. Assessment (for/of/as)
Lesson Outcome
Sources of Evidence
Criteria
What will students learn? What product or action will show What will you look for in this
what students have learned?
evidence (product or action)?
“Students will be able (Title of Product or Action)
What does the successful
to” (+ verb):
Write, Say, Do
product look like?
Participate in classroom
activities.
Do/Say: participate in the game
Students are active and engaged in
“fashion police” and identify articles the activity.
of clothing.
Identify and label articles of Write: Complete articles of clothing Worksheet is labeled correctly with
clothing and colours in
worksheet, labeling in French
the corresponding French vocabulary
French.
words to the articles of clothing.
4. Resources, Material and Preparation: What resources, materials and preparation are required?
Pencils, Worksheets, Visual posters, Vocabulary, Dress-Up Clothes.
Lesson Development (Remember the 3 Main Principles of Teaching and
Learning)
•
Pacing
Introduction/Hook/Purpose (Anticipatory Set): How will you introduce
this lesson in a manner that engages students and activates their
thinking?
We will start the lesson by reviewing the vocabulary in a game of fashion police. 15 Minutes
There will be a bin of clothes outside of the classroom, one student will go
outside and put on a random item. The students will then take turns guessing
what article of clothing the student has added to their wardrobe. Students will
guess the colour and the name of the article.
We will keep track of the items and write them on the board, so that students can
see the written form of the vocabulary along with the oral language.
•
Teaching/Learning Sequence ( I do/We do/You do & M. Hunter): What
steps and activities are you going to use to help students acquire and
practice the knowledge, skills and/or attitudes needed to meet the
outcome?
I will complete a sample worksheet based on the vocabulary that we have learnt, 5 Minutes
reviewing the vocabulary.
Students will then receive a worksheet chart with all the articles of clothing. They 10 Minutes
will complete the first 6 boxes with a partner, and then work on completing the
rest independently.
The students will also have a colouring page to complete once they are finished, 10 Minutes
colouring the corresponding paint block that is labeled in French.
•
Closure: How will you solidify the learning that has taken place and
deepen the learning process?
As a closing activity, I will call out an article of clothing, or a colour in French, and 5 Minutes
the students will sort themselves based on what they are wearing.
5. Accommodations (adaptations, extensions, other ): How will you plan for students who have
physical, learning and/or behaviour difficulties or require enrichment?
I have two worksheets for the students to complete, as an extension, students will be able to design
an outfit or wardrobe based on their vocabulary.
I also have a student with hearing impairments, so I will wear the microphone so that he is able to hear
my instructions more clearly.
I will have the vocabulary posted on the board with the English translations for those who made need
extra assistance.
Lesson Plan Sample Template – Vancouver Island University
Name: Katie Collinge
Grade
7
Subject
Core French
Topic
Clothing and Colours
45 Minutes
Allotted Time
Cite sources used to develop this plan:
Personal Ideas, Photos from Clip Art, Worksheets from
http://www.education.vic.gov.au/languagesonline/french/sect31
http://worksheets.theteacherscorner.net/make-your-own/fill-in-the-blank/
1. Rationale: Why is this lesson relevant at this time with these students?
After reviewing the vocabulary last lesson, students will now be able to put the vocabulary into
sentences by learning how to say, “He/She is wearing...” Students will then be putting their vocabulary
and knowledge into a script they will be writing to present a fashion show.
Learning Intention: I can describe what someone is wearing in a sentence, including the colour and
article of clothing.
2. Provincial Prescribed Learning Outcome(s) (PLOs): What IRP outcome(s) does this lesson
develop?
Grade 7 Communicating:
It is expected that students will:
• Ask for and give simple information
• Exchange information about themselves
• Participate in classroom activities
• Begin to derive meaning in new language situations
It is expected that students will:
• Extract and retrieve specific information from French-language resources to complete
authentic tasks
• Express acquired information in oral and visual forms
3. Assessment (for/of/as)
Lesson Outcome
Sources of Evidence
What will students learn? What product or action will show
what students have learned?
“Students will be able (Title of Product or Action) Write,
to” (+ verb):
Say, Do
Choral read as a class to
Say: Choral read the sentence
understand the sentence
structure with the teacher and class.
structure.
Work in pairs to describe the Do/Say: A/B partners describe what
attire of their partner.
eachother are wearing.
Describe what someone is
wearing in a sentence.
Criteria
What will you look for in this
evidence (product or action)?
What does the successful
product look like?
Students are engaged in the activity
and participating in choral reading.
Partner groups are on task and using
the correct sentence structure.
Write: Complete the fill in the blanks Worksheet is complete and correct.
cloze activity.
4. Resources, Material and Preparation: What resources, materials and preparation are required?
Pencils, Worksheets, Visual posters, Vocabulary.
Lesson Development (Remember the 3 Main Principles of Teaching and
Learning)
•
Pacing
Introduction/Hook/Purpose (Anticipatory Set): How will you introduce
this lesson in a manner that engages students and activates their
thinking?
I will start the lesson by introducing the class to their fellow students, pointing at 5 Minutes
students and describing what they are wearing. “Bonjour! Elle porte une robe
verte. Il porte une chemise rouge.” etc...
I will also post the vocabulary from yesterday as a review.
•
Teaching/Learning Sequence ( I do/We do/You do & M. Hunter):
What steps and activities are you going to use to help students acquire
and practice the knowledge, skills and/or attitudes needed to meet the
outcome?
As a class we will review the proper sentence structure through choral reading. 5 Minutes
I will then as the students to work in A/B partners and describe what their
partner is wearing.
10 Minutes
The students will then complete a cloze activity and fill in the correct colour or
article of clothing to complete the sentence.
15 Minutes
•
Closure: How will you solidify the learning that has taken place and
deepen the learning process?
To wrap up the lesson, students will share their worksheets or describe their
partners attire.
10 Minutes
5. Accommodations (adaptations, extensions, other ): How will you plan for students who have
physical, learning and/or behaviour difficulties or require enrichment?
I have two worksheets for the students to complete, as an extension, students will be able to design
an outfit or wardrobe based on their vocabulary.
I also have a student with hearing impairments, so I will wear the microphone so that he is able to hear
my instructions more clearly.
I will have the vocabulary posted on the board with the English translations for those who made need
extra assistance.
Lesson Plan Sample Template – Vancouver Island University
Name: Katie Collinge
Grade
7
Subject
Core French
Clothing and Colours
Topic
50 Minutes
Allotted Time
Cite sources used to develop this plan:
Personal Ideas, Photos from Clip Art, Worksheets from
http://www.education.vic.gov.au/languagesonline/french/sect31
http://worksheets.theteacherscorner.net/make-your-own/fill-in-the-blank/
1. Rationale: Why is this lesson relevant at this time with these students?
Over the past two days, students have learnt the basic clothing and colour vocabulary words in
French. Yesterday, they learnt the sentence structure to describe what a person is wearing. With this
previous knowledge, the students will now write a script to present a fashion show!
2. Provincial Prescribed Learning Outcome(s) (PLOs): What IRP outcome(s) does this lesson
develop?
Grade 7 Communicating:
It is expected that students will:
• Ask for and give simple information
• Exchange information about themselves
• Participate in classroom activities
• Begin to derive meaning in new language situations
It is expected that students will:
• Extract and retrieve specific information from French-language resources to complete
authentic tasks
• Express acquired information in oral and visual forms
3. Assessment (for/of/as)
Lesson Outcome
What will students learn?
Sources of Evidence
Criteria
What product or action will What will you look for in this
show what students have
evidence (product or action)?
“Students will be able
learned? (Title of Product or What does the successful
to” (+ verb):
Action) Write, Say, Do
product look like?
Express acquired information Write: Complete their script for Script is written with correct
in oral presentations.
the fashion show.
sentence structure.
Participate in classroom
activities.
Do: Participate in the fashion
show.
Presentation is active and
engaging. Correct French is used.
4. Resources, Material and Preparation: What resources, materials and preparation are required?
Pencils, Worksheets, Visual posters, Vocabulary, Dress-Up Clothes.
Lesson Development (Remember the 3 Main Principles of Teaching
and Learning)
•
Introduction/Hook/Purpose (Anticipatory Set): How will you
introduce this lesson in a manner that engages students and
activates their thinking?
We will review the vocabulary and sentence structure briefly before the
students start their script for the fashion show.
•
Pacing
5 Minutes
Teaching/Learning Sequence ( I do/We do/You do & M. Hunter):
What steps and activities are you going to use to help students
acquire and practice the knowledge, skills and/or attitudes needed
to meet the outcome?
I will show the example of how the script is to look and how to introduce
the models.
5 Minutes
Students will then be split into partners to decide on an outfit, and to write 20 Minutes
out their scripts for the show.
I will walk around the class and make sure that all students have the
correct sentence structure, and are using the colours and clothing properly.
We will then set up the fashion show and start introducing our models!
•
20 Minutes
Closure: How will you solidify the learning that has taken place and
deepen the learning process?
We will conclude this unit with the French fashion show presentation! Each
student will have the chance to introduce and describe their ʻmodelʼ in the
fashion show.
5. Accommodations (adaptations, extensions, other ): How will you plan for students who have
physical, learning and/or behaviour difficulties or require enrichment?
I have two worksheets for the students to complete, as an extension, students will be able to design
an outfit or wardrobe based on their vocabulary.
I also have a student with hearing impairments, so I will wear the microphone so that he is able to hear
my instructions more clearly.
I will have the vocabulary posted on the board with the English translations for those who made need
extra assistance.