Year 4 French planning grid (Year 5 topic link)



Transition lesson plans KS3 (adapted)

|Lesson 1: Un Lion a Paris |

|Learning Objectives |

|How to use simple texts as models or prompts for their own writing |

|How to read aloud a simple written text, attempting authentic pronunciation and some expression with regard to content |

|Lesson objectives for children: To re-read the book and to express their feelings about starting at Dorcan |

|Resources |

|Un Lion a Paris book by Beatrice Alemagna |

|ICT - Learning platform |

|Feelings flashcards |

|Starter |

|Reread book – explanation to pupils new to project. Highlight pronunciation, pupils repeat some of the harder words |

|Look at how colours reflect feelings in Kandinsky clip. (See Follow up 2d) Use flashcards |

|Main lesson: |

|Introduce/review work carried out by primary cluster schools. Pupils will be able to express feelings, particularly with reference to |

|starting at a new school - ie feelings of anxiety, hopes, happiness- ask and answer questions with flashcards at prompts |

|Visit Learning Platform to look at individuals work to date – pupils explain project to newcomers. |

|Plenary: |

|Ask and answer questions about how animals feel in different books |

|Lesson 2: Un Lion a Paris |

|Learning Objectives |

|How to use a dictionary and other resources appropriately when working on text |

|Present tense forms of high-frequency verbs, examples of past and other tense forms for set. |

|Lesson objectives for children: To find 6 verbs to use in their story and write them in the present tense |

|Resources |

|Verb List, Un Lion a Paris book by Beatrice Alemagna |

|Starter |

|Teacher introduces 8 verbs – aller/rester/courir etc with an action. Game - shouts out verb – pupils do an action for it |

|Main lesson: – |

|Work in progress – We need to add actions to our story, ie verbs– emphasize where verb comes in sentence – what pattern can you |

|spot in text we looked at? Endings for il/elle in present tense – brief reference to irregular verbs. Each pupil decides on 3 |

|verbs they would like to include in their story, they then share these with a partner to have 6 verbs. |

|Pupils are then asked to use a dictionary to find a verb – give pupils a time challenge – how many verbs can they find in French |

|within 2 minutes from the list given (scratch, squeak, creep, roar, run, go, visit, climb etc.) |

|Plenary |

|Feedback – write up on board - what should the endings be for Il/elle for these verbs |

|Lesson 3: Un Lion a Paris |

|Learning Objectives |

|How to work out the gist of a sentence by picking out the main words and seeing how the sentence is constructed compared with |

|English |

|How to adapt a simple sentence to change its meaning or communicate personal information |

|Lesson objectives for children: |

|To be able to identify a present tense and to produce some longer sentences for their book |

|Resources |

|Un Lion a Paris book by Beatrice Alemagna |

|Feedback from primary and secondary teachers from learning platform. |

|Paired sentence sheet |

|Starter |

|Review how to form present tense for regular er/ir/re verbs (e/it/_) |

|Main lesson: – |

|Give split sentences which pupils pair up. E.g. He scratches………his ear/nose/head – pupils select from multi choice ending. |

|Dictionaries can be used to find other verbs appropriate to their choice of animal if not covered from verb list on learning |

|platform. |

|Adverbs will be present within these sentences – pupils could identify common ending for adverbs (ment) Alliteration (extension) |

|Plenary: |

|Pupils choose which of these they will include or adapt for their book and add them to their story |

|Lesson 4: Un Lion a Paris |

|Learning Objectives |

|How to formulate compound sentences by linking two main clauses with a simple connective. |

|Lesson objectives for children: |

|To produce longer sentences with connectives |

|Resources |

|Un Lion a Paris book by Beatrice Alemagna |

|Pupils check list for story, connectives list on learning platform, Flashcards of connectives in English and French, Pelmanism pair|

|game of connectives |

|Starter |

|Discuss what would make this written story a level 3. Ref to literacy skills (connectives/punctuation/beginning, middle and end |

|etc– on check list). Pupils devise a checklist they will need for their own story |

|Main lesson: |

|Ask what connectives they know – Connective list is on learning platform - practise pronunciation – puis/et/donc/parce |

|que/après/plus tard/ (ref to not pronouncing s … flashcards of words) Play policeman game – cards in order on board with meanings– |

|2 pupils go out, one in class is murderer, gives secret signal for group to go onto next word etc. |

|Pelmanism matching game. |

|Pupils add these to their sentences in order to produce compound sentences. Read story to partner who peer assesses – referring to|

|check list |

|Plenary: Check they have a variety of connectives in their book |

|Lesson 5: Un Lion a Paris |

|Learning Objectives |

|How to read aloud a simple written text, attempting authentic pronunciation and some expression with regard to content |

|How to evaluate and improve the quality of their written work |

|Lesson objectives for children: |

|To develop accuracy in pronunciation and intonation |

|Resources |

|Un Lion a Paris book by Beatrice Alemagna |

|Computers/laptops |

|Checklists |

|Starter |

|Last look at check list, edit story according to checklist. (See Follow up 2e) |

|Main lesson: |

|Read through story out loud and identify which words are hard for you to pronounce – in small group discuss which is the correct |

|pronunciation and techniques for remembering it. Teacher supports pupils by listening to stories and writing difficult words on |

|board – whole group repeats them |

|Pupils now search for relevant pictures to add to text |

|Plenary: Check each page has a picture for clarification of the story |

|Lesson 6: Un Lion a Paris |

|Learning Objectives |

|Learn some basic geographical facts about the country and where its language is spoken |

|Lesson objectives for children: |

|To add an authentic style map to their book |

|Resources |

|Un Lion a Paris book by Beatrice Alemagna |

|Weblink via learning platform of maps to choose from – Poitiers, Swindon, London |

|Starter |

|Look at story and the progress of the animal in the book – write a list of all the places their animal visits and find them on the |

|map |

|Main lesson: |

|Plan out the route on their own hand drawn map which can be aged with teabags etc – it should then have that particular animals |

|hand drawn holding it as in the book |

| |

|Plenary: Label the key geographical landmarks on the map |

|Lesson 7 & 8 : Un Lion a Paris |

|Learning Objectives |

|How to assemble a short text using familiar sentence structure and known vocabulary |

|How to read aloud a simple written text, attempting authentic pronunciation and some expression with regard to content |

|Lesson objectives for children: |

|To add decoupage, inside title pages, blurb, dedication and end page of the book |

|Resources |

|Un Lion a Paris book by Beatrice Alemagna |

|Card |

|Decoupage materials |

|Starter |

|Use decoupage to add authenticity to book |

|Main lesson: |

|Add inside title page, Fin page, |

|Cette histoire a ete inspire par.... |

|Blurb – un jour un……arrive a… |

|Final check by teacher before printing and assembling of finished product. |

|Plenary: Swap book with a partner and read their book. Read aloud books to class. |

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Follow up No.2c – KS2/3 Transition Module

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