1. Topic-
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2. Content-
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| La tÊte (head), les cheveux (hair), les oreilles (ears), les
yeux (eyes), la bouche (mouth), le nez (nose). |
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3. Goals: Aims/Outcomes-
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1. To introduce students to 6 new vocabulary words relating to Des
Corps.
2. To practice new vocabulary in partner groupings.
3. For students to become familiar with a new kind of game and follow
expectations for behavior. |
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4. Objectives-
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1. Students will participate in labeling of new vocabulary.
2. Students will attempt to label new vocabulary in a partner group
game.
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5. Materials and Aids-
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SMARTboard Notebook file: Des Corps
Des Corps dice (8) |
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6. Procedures/Methods-
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A. Introduction-
1. Routine: Bonjour song and Comment �sa va? survey.
2. Introduction of new vocabulary using large, single images on the
SMARTboard.
3. Students repeating vocabulary word as a group and individually
when selected. |
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B. Development-
1. Song: Tête, epaules, genoux, pieds (Head, shoulders, knees and
feet).
2. Repeated identification of body parts using own body.
3. Model: Rolling Des Corps dice and labeling parts with a partner. |
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C. Practice-
1. Partner Groups: Rolling Des Corps dice and labeling with a partner.
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D. Independent Practice-
| 1. Not at this time - to be developed with increased vocabulary
practice. Will be oral/aural production using Mr. Potato-head game. |
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E. Accommodations (Differentiated Instruction)-
1. Seating preference and monitored partnering for high needs student
(Breckin)
2. Frequent monitoring of students prone to off-task behavior.
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F. Checking for understanding-
1. Monitoring of correct oral production during whole class and
partner group activities.
2. Anecdotal reporting of responses to ensure a variety of oral production. |
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G. Closure-
1. Using appropriate vocabulary accompanied by gestures to clean
up the game.
2. Au revoir! |
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7. Evaluation-
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| 1. Anecdotal notes (Kindergarten FSL is not formally assessed for
reporting purposes). |
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8. Teacher Reflection-
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As an introduction to Des Corps I felt the lesson was successful
with the exception of some off-task behavior. from a couple of partner
groups during our game.
In the future, I will be assigning partner groups with this in mind,
as well as partnering of strong with weak students.
In addition to my own modeling with a student, I think I would also
incorporate a modeling by a partner group to reinforce the expectations. |
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