How to design a student-centered learning lesson plan

ADDITIONAL SAMPLE LESSON PLAN FORMAT
Lesson Plan – Secondary Level
Foreign/Second Languages

Teacher: Mary Bea Bouchet School: Chantilly High School

Grade(s): 11-12 Language: French Level: 4
Date: Day 1 Number of students: 22 Time: 80 minutes
I. PLANNING PHASE
A. Identify Performance Objectives
1. Students will be able to identify irregular verbs in a text (from a list given of 50 common irregular verbs).
2. Students will be able to understand a short text in French about World War I and answer 3 questions about its content.

II. TEACHING PHASE

A. Preparation
1. Warm-up activity – Qu’est ce que le mot “guerre” évoque comme images pour vous? Ecrivez 3 phrases.

2. Theme or topic : History - World Wars

B. Presentation

1. Activities – Day 1
Discuss warm-up questions as a class.
Go over the homework exercises on irregular verbs. Students come to the board and write their answers. We correct together.
Answer questions in the Trésor textbook p.353 #1-3 after reading p.347 “La Première Guerre Mondiale” paragraph.
Identify any irregular verbs you see in the first 3 paragraphs.
With a partner, according to history courses you have already taken on this subject, discuss what you know in addition to what you read in the paragraph.
(If time, play the Edith Piaf song, “Je ne regrette rien” as an example of a song that was popular in France at this time.)

2. Communicative Modes –

Interpersonal – partner discussion about what they know about WWI
Presentational – write homework sentences on the board
Interpretive – homework assignment

C. Practice – explained above

D. Evaluation
1. I walk around the room during the reading and answering of the questions to see who’s getting it and who is not.
2. I review homework answers put on the board on the irregular verbs.

E. Expansion

1. Identify the infinitives of all the irregular verbs in the reading and use 10 of them in a sentence that shows you know their meaning.
2. Use the irregular verbs in sentences to describe what you know about war.

F. Methods/Approaches/Strategies

Cooperative learning, Interpersonal/social, intrapersonal/introsp., Musical/rhymthic

III. OTHER ACTIVITIES

Homework assignment: It is 1916. Your brother is in the trenches in Europe. You are sending him a package and you write a letter to accompany it. Write this letter. (to be handed in)Also, quiz on these verbs in 10 days.
Use of technology – overhead projector for any additional vocabulary and/or correction of the homework sentences.

Materials used: textbook: Tresor du Temps, niveau avancé, textbook. Author: Yvone Lenard, 2005.

Lesson Plan Template with Explanations
Step #1: Begin with the End in Mind:
Class/Topic: Instructional Objective: At the end of the lesson, students will be able to – What all students will know and be able to do after they have learned what we intend for them to learn (student-centered, thinking-centered, performance based)
Evaluation/Assessment (How will you know if every student met the objective?): How will you know which students achieved the instructional_objective and which did not? (see Formative/Summative Assessment below)
Life Skill Application: _How will this skill taught or knowledge gained apply to their lives outside of class?
Step #2: Lesson Design:

Lesson Stage	Explanation of Each Step	Time Estimate
Warm-up/Review	Create an activity that reviews previously learned content to begin a new lesson. Create an activity to focus on the topic to be taught	5-10 min.
Introduction	Create an activity to focus students’ attention on the new lesson. Describe the purpose by stating and writing the objective on the board. Describe the content and benefits by relating the objective to students’ own lives. Assess students’ prior knowledge of the new material by asking questions and writing their responses on the board.	5-10 min.
Presentation (Whole-Group) & Active Engagement Strategies	Create an activity to introduce new vocabulary. Provide key concepts and introduce new information with a variety of strategies using visuals, realia, description, explanation, written text. Check for level of students’ understanding by asking questions, using non-verbal hand signals, etc. (comprehension check).	30 min.
Practice & Application (Differentiated Instruction)	Model the activity or skill that students are to practice. Differentiate the activity for high, average, and low level students Monitor students’ practice by moving around the room. Provide an immediate feedback of the activity to students. Provide an activity that requires students to apply the learning beyond the lesson and connect to their own lives. Provide an activity to transfer the skills to a new situation.	30-40 min.
Formative/Summative Assessment	Create an activity to assess each student’s attainment of the objective. Assess using oral, aural, written or applied performance assessments. Create an activity that helps students reflect about their learning and/or the strategies used to teach the lesson.	20-30 min.
Closure/Reflection	a. Ask questions or create an activity for students to reflect on what they have learned and assess their own progress towards achieving the instructional objective	5-10 min.