SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Diego Cervantes 802359331 French
Class Title Lesson Title Unit Title Grade Levels Total Minutes
French 1 Les Endroits Going Places 9th Grade 53 minutes
CLASS DESCRIPTION (including specific special needs and language proficiencies) Commented [WU1]: The idea here is that it has been difficult to
The classroom has 40 student desks. They are situated in 10 clusters of 4 desks facing each other. The teacher’s desk is assess the appropriateness of the adaptations TCs list when we (the
assessor) do not know the identified special needs or the language
in the back corner with a great view of all the students. The class is composed of 25 students, 14 male and 11 female. 20 proficiency of the students. The hope is that the cue to include more
of the students are of Latino origin, 4 Asian students and 1 White non-Hispanic. There are 3 EL students in this specific information will improve both the adaptations in the plan
and our ability to give feedback to the TC.
classroom, two male and one female.

Every student in this class is taking French for the first time and should be considered beginners. One student has a
serious vision problem therefore, she is placed at the front of the class.

STANDARDS, OBJECTIVES, & ACCOMDOATIONS

Content Objective(s) SDAIE (Integrated ELD) Strategies
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor, for developing knowledge in the
Technical Subjects, NGSS, and Content Standards
affective) content area Commented [WU2]: The idea here is to emphasize that students
Students will be recognize names should engage in purposeful speaking, listening, reading, and/or
Integrating Listening, Writing, writing to accomplish lesson objectives. Specific embodiments
Communication of locations and places to go
Speaking, Reading skills should be italicized in the lesson body.
Stage 1 around the city
Questioning Techniques
1.0 Students acquire information, recognize distinctive viewpoints, and
Demonstration and Modeling
further their knowledge of other disciplines Students will identify if a place is
Everybody Writes
masculine or feminine
Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary Commented [WU3]: This is a new addition to make TC more
aware of any general academic (tier II) and content-specific (tier III)
IDENTIFY, RECOGNIZE, SAY, LISTEN, MATCH Masculine, Feminine, vocabulary in the lesson.
Disciplinary Language SDAIE Strategies for developing
English Language Development Standards (ELD)
Objective(s) knowledge of disciplinary English Commented [WU4]: The idea here is to emphasize that students
should learn how to read and communicate effectively in their
N/A N/A N/A discipline. Specific embodiments should be italicized in the lesson
body.
Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs Specific Accommodations Commented [TT5]: The TC should collaborate with the general
education teacher to accommodate for the identified special needs
A student has an auditory problem highlighted in an IEP Student is placed in the front of the class (e.g., social, academic, environmental). Too, access the IEP at a
Glance to know the specific needs.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching Commented [TT6]: The TC should show evidence of making
This activity will let teacher adaptations or accommodations based on identified special needs.
Students will answer warm up When students have
know that they understand the Commented [WU7]: Using the backwards design method, after
question of the day asking completed the warmup
objective of the lesson in their TCs identify what they want students to learn, they should identify
EL Warm up in English students to provide a list of 10 activity, as a class teacher will how they will know when it is learned through assessments.
native language in order to
places around the city where ask students to name places. Assessment comes before instruction in the planning process.
compare it to the target
one goes All in English
language
Teacher will introduce
vocabulary in target language
of names of places to go
Teacher will provide
around the city These types of activities will aid
immediate oral feedback as
the teacher in gauging student
the activities progress
Students will be able to Teacher will ask students to knowledge of the lesson. It can
PM recognize the names of places repeat vocabulary words by help the teacher implement
During the workbook activities
in the target language using Call & Response the lesson for future classes or
teacher will go around the
change any part of it that was
class and provide feedback and
Teacher will play an audio clip did not go well
answer questions
where native French speakers
talk about different places to
go to in the target language
 Teacher will ask students to
identify names of places in the
target language by writing
them down in the target
language

Teacher will ask students to

complete exercises out of the
workbook that include
matching activities and fill in
the blanks
The quiz will allow the teacher
Quiz will ask students to match
Teacher will give a mini quiz at Quizzes will be graded and to find out if students
S the names of places in English
the end of class returned in a timely fashion comprehended the lesson’s
and the target language
content
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Teacher will have the warm up question on the board ready for
Students will sit down and answer the warm up question of the
students to work on. List 10 places where one may go in the city,
10 Min. day in their native language
in English.
When teacher prompts students, they will answer
Teacher will go over student answers as a class in native language
Lesson Body
Time Teacher Does Student Does
Teacher asks students to get their vocabulary grids out
Teacher introduces new vocabulary to students Students copy down new vocabulary words into their vocabulary
Teacher uses Call and Response to get students to repeat new grid notebook
30 Min.
vocabulary words Students repeat new vocabulary after teacher
Teacher provides instructions on how to complete work from the Students complete assignment from the workbook
workbook
Lesson Closure
Time Teacher Does Student Does
7 Min Teacher explains what the mini quiz will cover Students will complete quiz
Instructional Materials, Equipment, and Multimedia
Smartboard, workbook
Co-Teaching Strategies
☐One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☐Not applicable
CO-PLANNING NOTES
N/A