LESSON PLAN
Unit: Manon des sources
Major focus of the chapter/unit: Manon des sources
Intern: Amanda Mulka
Date: 3-19-14
Class: French III (1 st hour)
Unit objective in terms of function(s ): Students will be able to write a creative piece based on readings of Manon des sources.
Standard(s): National Standards for Foreign Language Learning
Instructional objective(s) in terms of function(s) of this lesson:
What will the students KNOW after this lesson? a) Students will know how to think and write from another person’s point of view.
How will students be assessed on this segment of the chapter/unit?
R.A.F.T. compositions
Materials of instruction needed for this lesson:
 PowerPoint
 Compositions books
a) Vocabulary recycle: Jean de Florette vocabulary handout b) Concepts c) Skills new: recycle: new: recycle:
Manon des sources vocabulary/question handouts
Thinking from another’s point of view
RAFT composition
Writing a letter, highlighting important information in readings, brainstorming new: Writing from a character’s perspective in French
 My attitude(s) that I want to change: Students always know what I am talking about. Sometimes I am giving instruction and I skip over directions that I feel are obvious. For example, assuming that the students understand that the “role” in the RAFT assignment means that they have to write as if they are that person. Instead overwhelmed with the Manon readings. I want them to understand it is not important to translate every single word, but to know general big ideas from each chapter. of using Il or Elle in their letters they need to write Je.
 Student attitude(s) that I want to change: French readings are too difficult. A lot of my students have felt
Routine (general “housekeeping” items)
 Attendance
 Pass back papers
Transition from yesterday’s lesson:
Go over what happened in chapters 1-4
Today’s plan:

page 2
1) Warm Up: Character Analysis
THIS IS: This Activity is:
Communicative 1.1
1.2
Minutes: Up to 10 minutes
This Activity features Standards:
2.1
2.2
3.1
3.2
4.1 5.1
4.2 5.2
An activity/exercise 1.3 2.3 3.3 4.3 5.3
Introduction: Students will get composition books and take out their Manon des sources reading. 1 min.
Directions: Students will write down characteristics of main characters.
Activity: Character Analysis (Be as specific as possible)
What will I do?
-Pass back papers while students are completing the activity
-Go over characters with the class
What will the students do?
-Complete activity individually
-Share answers in class discussion
1 mins.
5 mins.
Follow up: RAFT Up to 3 min.
2) Activity: R.A.F.T. Composition
THIS IS: This Activity is:
A composition Mechanical
1.1
1.2
This Activity features Standards:
2.1
2.2
3.1
3.2
Minutes: 45 minutes
4.1
4.2
5.1
5.2
An activity/exercise 1.3 2.3 3.3 4.3 5.3
Introduction: Students will be using their readings and notes to write a letter pertaining to the novel. 1 min.
Explain what a RAFT assignment is. Role, Audience, Format, Topic.
Directions: Choose one of the three RAFT options to complete the creative writing assignment. In the students’ composition books, they will write a one page letter on the topic they choose. Letters must be in French.
Activity: R.A.F.T.
What will I do?
(Be as specific as possible)
What will the students do?
-Introduce potential topics
-Guide brainstorming
-Monitor writing
-Answer any questions individual students may have
-Brainstorm and participate in class discussion
-Complete RAFT assignment
Follow up: Students will share compositions with each other and turn in final writing piece.
4 mins.
30 mins.
10 mins.
Lead in to tomorrow’s lesson: Reciprocal (reflexive) verbs and the Manon/Bernard love story
Assignment for tomorrow: If students do not finish their compositions, they need to be completed for homework.
What will students be able to do for class tomorrow after they finish this assignment: Look for reflexive verbs in the chapters.
Summary of the class
(1) Planning stage:
How much time do you plan to spend on communicative activities?
How much time do you plan to spend on explanation and mechanical practice?
10 min.
45 min.

How much “dead” time will there be?
(2) After the lesson is over, i.e., execution of plan:
How much time did you spend on communicative activities?
How much time did you spend on explanation and mechanical practice?
How much “dead” time was there?
Your reflection on this lesson for future reference: page 3
0 min.
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