LESSON PLAN – French Subject information: General information:

Teacher: Katell Bochard Subject: French Name school: Het Heerenlanden

Communicative Skill: reading / listening-watching / Type of education: VMBO
speaking-conversation / writing Class: 1MH3
Content focus: School, making appointments after school, Date & time: 11/03/2024
and engaging in short discussions about school Duration of lesson: 45 minutes
National learning goals: Affective learning goals: Learning outcomes:
12. The pupil learns to use strategies to expand his Receiving: Students will listen respectfully to the teacher Students can write/chat in French about school, make
French vocabulary. and to their peers. an appointment after school, and discuss school-related
13. The pupil learns to use strategies for acquiring Responding: They will actively participate in all classroom topics at A1 level.
information from spoken and written French-language activities, ask questions when needed, engage in peer-to-
texts. peer assistance (for technical issues), and use feedback CEFR A1:
17. The pupil learns to maintain informal contact in received. I can write simple isolated phrases and sentences.
French by e-mail, letter, and chat. Valuing: They will appreciate the importance of applying Can ask for or pass on personal details in written form.
their knowledge in a practical context and make responsible
use of ChatGPT.
Organisation:
Characterization: They will help each other with technical
issues. They will self-assess and reflect on their work.
Learning preferences: Prior knowledge and skills:
Visual: slides, worksheet Last lesson of a chapter about school and hobbies. Students
Auditory: instructions, discussions, feedback know vocabulary and sentences related to the subject, and
Kinaesthetic: hands-on interaction with ChatGPT they know basic structures to make their own sentences.
Interpersonal: peer assistance (to make screenshots, The previous lesson was focusing on vocabulary and reading
use ChatGPT, send their work…) comprehension (a WhatsApp conversation about school).
Intrapersonal: self-assessment and reflection
Next Lesson:
/
Teacher personal learning goal:
Facilitating active use of newly learned vocabulary and structures, integrating AI tools for practical language application, give clear instructions

Tim Lesson Student activities Work Formative Materials Differentiatio

e Phase forms assessment n
5” Introduction, Students enter the classroom, greet the teacher in French (who stands at the door and greet Whole Observations LessonUp
attention them in French), and sit according to the seating plan. They get ready for the lesson. class
grabbing & Class
goal setting They answer the questions about previous lesson and listen to the introduction (learning discussion
objectives, program…).
Rememberin
g and
 understandin Outcome: Students are informed about the purpose of the lesson. They have a clear idea of
g the activities and content, so they know what to expect and how to prepare for the lesson
activities.
15” Prior Students go to Quizlet live on their computer and review previously learned vocabulary and Individual Observations Quizlet live Visual support
knowledge structures (apprendre 6-9 unité 3) by participating in 3 Quizlet live rounds. /whole (slides)
activation & class Responses in LessonUp
review of After reviewing the vocabulary, students complete individually exercises 27 and 29 p. 97-98 Quizlet and (slides) Several rounds
vocabulary - 27: they identify and underline sentences from the list in a chat conversation (at pair LessonUp to review
least the 4 first sentences) Laptops vocabulary
Pre task - 29: they answer questions using provided prompts and wordlist. Class
(form and discussion Books Wordlist in the
meaning After six minutes, they compare their sentences (29) with a peer and try to correct their book
focused sentences.
processing) Then, they participate in the class discussion during which we highlight the grammar Teacher
structures (verb être, avoir, word order, mon/ma/mes…) scaffolding
Rememberin
g, They ask questions if needed and think and answer to the teacher’s questions. Peer
understandin assistance
g, applying Outcome: Students have reinforced their prior vocabulary and grammar structure knowledge
knowledge and are prepared to interact with ChatGPT. They have practised translating 27: mavo
relevant sentences and are now ready for the writing task (= to apply their knowledge in students look
context). at least for the
4 first
sentences

Early finishers
make 28
(grammar
review)
20” Main task: Students listen carefully to the instructions (displayed on the board and on their worksheet). Individual Observations ChatGPT Visual support
instructions, They pay attention to the teacher’s demonstration (going to ChatGPT, where to find the (alternatively (slides,
task, prompts, what support material they have, the success criteria, how to make a screenshot). Peer Word they can use worksheet,
feedback assist document Copilot, but timer)
(output) After that the teacher delivered instructions and made sure the task was clear, students the prompts
work independently on the writing task: Self- were designed Answer guide
applying, - They chat with ChatGPT, which simulates a French friend with who they speak about assessment to work with on the
evaluating, school and make an appointment after school. They have a guide to follow but are (rubric) and ChatGPT, worksheet
creating encouraged to be creative. They must keep chatting in French (except for the self- accessible
prompts). If needed, they use their book to help them with vocabulary and basic reflection without More
sentences formation. account from advanced
- They ask ChatGPT to correct their answers, even though they are encouraged to be April 2024) pupils are
critic about the correction as it might be not accurate. encouraged to
 - They ask ChatGPT to remake the dialogue and try to ameliorate their answers based Worksheet make more
on the feedback they received (from ChatGPT and or teacher). (written complex
- After they trained at least 2 times the dialogue, they make screenshots of their instructions, sentences,
whole conversation (including the feedback received) and copy-paste these in a rubric, think about
Word document. prompts etc.) their own
- In the same document, they answer the self-reflection questions (they are on the sentences,
worksheet) and self-assess their work with the help of the success criteria list Laptops chat longer
(worksheet).
- They send their document to their teacher. Teams (to Pupils can do
copy the the dialogue
The writing task is individual, but students can help each other for all the technical issues, prompts) several times
e.g., making screenshots, sharing their document… Normally they are used to work on the
laptop, and it is not the first time they must share a document, but they are more or less If ever there is
able with technical things such as screenshot, saving documents etc. a Wi-Fi Wordlist and
problem, sentences in
While students are working on their task, the teacher walks in the classroom to supervise laptop the book
the task, assist if needed, redirect behaviour, observe students… After 10 minutes, let problem…
students know that they should start finishing up chatting and start working on the Word students can Peer
document. work on the assistance
book, écrire
Outcome: Students can communicate more independently in French (at A1 level, about U3, mise en Teacher
school) and have gained practical experience in using their writing skills in an interactive pratique, scaffolding
context. They have critically reflected on their own learning, which has boosted their self- which is a
confidence and motivation to explore the language further. WhatsApp
conversation
to fill in on
paper)

LessonUp
5” Conclusion, Students go back to the LessonUp and answer the poll to self-assess if they reached the Individual Observations LessonUp Visual support
evaluation of learning goal, and answer the questions (what did you learn, what was difficult/easy, what then (slides)
the lesson did you think of the experience…?). whole Answers in Laptops
and class LessonUp Questions to
homework They engage in class discussion about these answers, share their experience, on how the guide the
task helped them (or not) to reach the goal, if the feedback they got from ChatGPT was Class reflection
understandin accurate or weird etc. discussion
g, evaluating
They listen to the teacher and to their peer. Teacher and
peer
They note the assigned homework (review apprendre 6-9 U3 and for those who did not do it feedback
yet share your document to the teacher)
 They ask questions if needed.

They clean up their desk, wait for the bell. When leaving, they say au revoir and leave
calmly.

Outcome: Students have reflected on their learning and are more aware of their language
skills and areas for improvement. Sharing their experiences with the class helps create a
"sense of community"
Evaluation of the Feedback, self-reflection and evaluation (document and LessonUp), class discussion
lesson
Teaching strategies Goal setting, using interactive tools to review and reinforce vocabulary (Quizlet live, lessonUp), apply knowledge (grammar, vocabulary) in context,
communicative task (written conversation), self-assessment, class discussion

Appendix I: slides (except plattegrond slide)

Appendix II: assignment + key
1. Non, c'est impossible.
2. À neuf heures, je joue au foot.
3. Maintenant, je suis au cinéma.
4. Je suis avec mon cousin.
5. D'accord. Bonne idée !
Worksheet

Writing task from the book

Appendix III: teacher script

Use French as main instruction language.

1. Introduction

Greet students in French at the door, engage in small talk.

Fill in the presence in SomToday.

Together with the class, summarise previous lesson: Qu’est-ce-qu’on a appris ? Sur quoi on a travaillé ? Quel est le thème ?

Encourage everyone’s participation and attention by calling names rather than asking for volunteers.

Announce the learning goal and the program of the lesson. Display enthusiasm + say that it is an experience: first time using ChatGPT in the lesson!

2. Prior knowledge activation and pretask

Instruct students to take their computer and go on Quizlet live (they are used to using it) to play 3 rounds: on fait 3 rondes, le code est au tableau.

After the Quizlet, instruct them to complete exercises 27 (at least the 4 first sentences) and 29 in the book. They work individually for 6 minutes and then compare their work with a
peer and try to come to an agreement if there are differences. Circulate in the classroom to observe, support, give feedback etc.

Highlight the following during the collective correction:

- The good subject + verb couple

- The words order, different in the French sentence and the Dutch one

For the sentences translation, the most important is meaning and communication.

3. Writing task

Distribute (or ask a student to distribute) the worksheet and ask to semi close the laptop and for everyone’s attention.

Give instructions for the writing task. While explaining, model going to LessonUp, copy pasting the prompts, making a screenshot etc.

- The goal (simulating a chat with a French speaking friend and being able to discuss about school etc.)
- Insist that they must not share any personal information
- The 3 steps: chatting (begin by sending the prompt, then chat in French, ask for feedback, and redo it), screenshots + self-assessment/reflection, sending to the teacher
- The support material: worksheet with written instructions, answer guide, success criteria, self-reflection questions, book (words and sentence), Teams (prompts to copy
paste)
- Insist that it is possible that ChatGPT does not follow their instructions as wanted, or that it might give incorrect feedback.
 - Insist that they can stick to the answer guide to help them or can try to improvise and think their own answers as long as they correspond to the questions asked. They must
keep chatting in French even if the question is slightly different.
- The task is individual, but they can help each other if they don’t know/don’t remember how to make a screenshot, share a document etc.

Check for understanding (ask students to summarise what they must do).

While they are working, walk in the classroom to supervise, help if needed, redirect behaviour, observe, clarify instructions, answer questions etc. They should not be using a
translator for this task.

Help them keep track of time and manage their time (e.g., when there is 10 minutes left etc.).

Potential problems and solutions: No ChatGPT or whatever = copilot. No Wi-Fi or no laptop = book p. 100 (writing task in the book or make photocopies of it).

4. Conclusion and evaluation of the lesson

Instruct students to go back to LessonUp to self-assess (1-5) if they reached the learning goal and answer the self-reflection questions about what they learned, what was
easy/challenging etc.

Lead a class discussion to evaluate the lesson: how did they find the experience? Did ChatGPT behave well? What did they think about the feedback it provided? Did it help or not
reach the learning goal? Where they able to chat in French using what we learned? How/why (not)? Etc.

Assign homework (review app. 6-9 and send the document if it is not yet done). Greet pupils at the door when they leave the classroom.