CSUF Daily WL Lesson Plan Your Name and School: Rebecca Alder, La Habra High

School

Day in Period
Language and Level Unit Theme Essential Question(s) Length Learning Objectives (Can-Do Statements)
Unit
(Minutes)
French 3 Vive la revolution! Who are les gilets jaunes? Why 52 I can synthesize information in the target
are French citizens currently minute language about protests.
protesting? s I can understand how a movement starts.
Content Standards (CA, ACTFL, and CCSS)
CA World Language Standard 3.1 Students address concrete and factual topics related to the immediate and external environment, including: d. Community
issues, current events

Responses/Misconceptions Materials, Resources, and

Activity/Activities What are the anticipated student Technology
Time*
responses? How will you provide What materials will you
Instructional Sequence How
feedback? What are any common develop? What materials will
What does the teacher many
What will learners do? misconceptions they may have? How you bring in from other sources?
do? minutes?
will you address this? Embed links when possible.
Setting the Stage Show pictures of Look at the pictures 5-10 I anticipate students will either not PIcture 1
(Gain Attention / Activate Prior
Gilets Jaunes protests and access their own minutes know about the Gilets Jaunes, or Picture 2
Knowledge) and ask students if prior knowledge to know very little and think that Picture 3
they have seen or answer the questions. they are rioters or a violent group.
heard anything about
them before, and if so,
what?
Provide Comprehensible Teacher briefly Students take down 5 I anticipate students will have
Input explains what has notes as the teacher is minutes some confusion over certain
been happening in the talking. vocabulary used, and I will have to
target language, write this on the board and explain
speaking slowly and it to them in simpler language.
using lots of gestures.
Meaningful Guided Practice Teacher then instructs Students turn to a 5 I anticipate students will not
(Elicit Performance & Provide students to re-tell to a partner for a quick minutes volunteer or will try to talk to their
Feedback) partner before calling think-pair-share and partner in English. I will have to
on a volunteer to re-tell what the monitor students closely.
CSUF Daily WL Lesson Plan adapted from The Keys to Planning for Language Learning. Clementi & Terrill. (2013)
CSUF Daily WL Lesson Plan
School
Provide Comprehensible
Input (if applicable)
Guided or Independent
Practice as applicable
(Elicit Performance & Provide
Feedback) (if applicable)
Closure
(Enhance Retention & Transfer)
Reflection – Notes to Self
What worked well? Why? What didn’t work? Why? What changes would you make if you taught this lesson again?
Your Name and School: Rebecca Alder, La Habra High
restate the purpose of teacher explained.
Gilets Jaunes. Students then re-tell
to the teacher and
whole class if they are
called upon.
Teacher will provide Students will read the 10 Article
an article about the article thoroughly. minutes
Gilets Jaunes for
students to read.
Teacher will provide a Students will answer 15 Handout
handout with questions to the best minutes
questions that check of their ability.
for comprehension.
Teacher will ask Students will engage 5
students what their in brief conversation minutes
personal opinion is of based on their
the Gilets Jaunes opinions on the Gilets
movement. Jaunes.

* Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain
attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle
(provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.

CSUF Daily WL Lesson Plan adapted from The Keys to Planning for Language Learning. Clementi & Terrill. (2013)