Lesson+6+-+Directions

Ellis


 * Individual Lesson Plan Format**


 * Class/Group: Primary 7 Lesson: French/directions Date: N/A**


 * **Previous Experience**
 * The children are exploring modern languages through the context of Disney's Beauty and the Beast**
 * The children have already covered vocabulary for places in town and have a sound knowledge of numbers 1-50.**
 * This is the first time the children have been introduced to directions in French.** ||
 * **Working towards outcomes of a Curriculum for Excellence/5-14 Attainment Targets**


 * Reading- MLAN 2-11c //I experiment with new language, working out the meaning of words and phrases using vocabulary I have learned so far.//**


 * Listening and Talking- MLAN 2-01c //I can listen to and show understanding of familiar instructions and language from familiar voices and sources//** ||
 * |||||| **ASSESSMENT** ||
 * **Learning Intentions**
 * I will learn basic directions in French.** || **Success Criteria**
 * I will be able to read and follow basic directions.**


 * I will be able to listen to spoken directions and follow them.**


 * I will be able to work cooperatively as part of a team.** |||| **Methods**


 * Marking completed worksheet**


 * Observing the children by circulating around the class room.**


 * Appropriate questioning to gain an understanding if the children have grasped the learning intention.**


 * Show of “thumbs” from class** ||
 * **Timing**


 * 5 mins**


 * 5 mins**


 * 10 mins**


 * 15 mins**


 * 10 mins**


 * 10 mins** |||||| **__Setting the context/ Beginning the lesson (Introduction)__**


 * **Share learning intention with the children. Vocabulary sheets already on the tables.**


 * **Remind the children of the busy town in which Belle lives in and although she may be familiar with her surroundings for someone new to a place ‘directions’ can be a very useful tool.**


 * **Ask the children to repeat after you the new vocabulary also using the signpost to support the children as a visual aid. Use hand signals to show each direction.**


 * __Teaching the learning intentions (Development)__**
 * __Reading and talking task__**


 * **Children will be working with their learning partners ensure both names are written at the top of the directions worksheet and success critera is shared with the children.**


 * **One child from the pair collects a “little town map” and the other a direction worksheet and a counter.**
 * **Explain to the children how the task works: one child reads out the direction whilst the other moves the counter and writes down the destination they have arrived at.**
 * (Partner 1 will read out the first 3 directions whist partner 2 carries out the instructions on the map, the children will the swap roles. )**
 * **for any pairs finished early, allow the children to make up their own directions around the little town map on a blank grid.**


 * **Get the class’s attention and ask random pairs to tell you the directions to get from one place in the town to another, ask the other pupils in the class to show you thumbs up if they think the pair is correct.**


 * Collect in direction worksheet, little town maps and counters.**


 * __Ending the lesson (Plenary)__**


 * **Ask the children to stand up at their seats and without the use of the signpost and with no hand gestures shout out directions and get the children to follow them by facing the appropriate direction.** || **Resources**


 * Vocabulary sheets**


 * Signpost(droite,**
 * Gauche et allez tout droit)**


 * Little town map**


 * Direction worksheet**
 * counters** ||