CEP Lesson Plan Form
Planned Lesson Activities
Teacher Actions Student Actions Data Collected
Procedures Open homework, packet, other Take out homework when
(Include a play-by-play account of what necessary documents before arriving to class
students and teacher will do from the class
minute they arrive to the minute they leave
your classroom. Indicate the length of each Check homework while Listen attentively and ask
segment of the lesson. List actual minutes.) cooperating teacher explains questions as they arise
Indicate whether each is: about coming exchange
-teacher input/actions, student actions students
-modeling
-questioning strategies Set up for game, “Frappez”,
-guided/unguided: while students discuss exchange
-whole-class practice students
-group practice If students are not finished with
-individual practice Open chapter 6 homework homework, they know that
-check for understanding document on SMART Board, they can complete it in the
-other walk through the homework hallway for partial credit (as it
questions with the students, is now late). If homework is
asking clarifying questions as done, students will correct
necessary homework with me and give
me the appropriate responses
to the questions.
● Open class packet to
● Open class packet to page 21
page 21 ○ Repeat
○ Quickly review vocabulary
pronunciation with correct
with students, pronunciation
focusing on high
frequency
vocabulary
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CEP Lesson Plan Form
○ Ask students
about the
incorrect
pronunciation
(for example, “le ● Open class to packet
thé”) page 26
● Open class packet to ○ Follow along
page 26 (reviewing food with activity
vocabulary, categorizing ○ Identify the
some food into the correct
appropriate categories) category for
○ Ask a delegate each food
to read the ○ Explain what
directions each food is in
○ Ask students English
what each ● Open class packet to
category means page 25
● Open class packet to ○ Identify which
page 25, to introduce words/
quantities expressions
○ Ask students they already
which words/ know
expressions they ○ Describe how
already know to formulate
○ Explain some examples
expressions they (for example,
did not already “comment
know with dit-on ‘a bottle
gestures, of water?’”)
cognates, etc.
○ Provide some
examples of
how to use
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CEP Lesson Plan Form
some of these
expressions
○ Complete
examples at the
bottom of the ● Open class packet to
page page 33, start learning
● Open class packet to the verb “to take”
page 33, introduce the ○ Copy down the
verb “to take” verb meaning
○ Identify what and
the verb means conjugations
in English ○ Using the
○ Give students systems they
the conjugations already know
for “I, you with verbs,
(informal), guess what the
he/she/one” conjugations
then ask could possibly
students to be
guess what the
other ○ Copy down the
conjugations verb song
could be structure “Moi,
○ Teach the verb je prends, toi,
song (to the tu prends, etc.”
tune of “99
Bottles of Pop
on the Wall”),
writing extra
words on the
board where
necessary to
complete the
song
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CEP Lesson Plan Form
○ Repeat the verb ○ Repeat the
song in chunks verb song after
○ Run through the the teacher
song multiple ○ Repeat the
times with verb song
students, asking several times
for just girls, just as a class
boys, different
voices, etc.
Repeat pronunciation of words,
Look at vocabulary words for identify correct English
“frappez” (game) with students, meaning
repeating correct pronunciation
and asking for definition
Divide the class into two teams
(each delegate is a team leader), Line up in teams where blue
identify total point value tape is
Say vocabulary words in English,
mark points for which team hits Stay in team lines, hit the
the correct word first appropriate vocabulary words
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