FSL: Clown Barrier Games

GRADE: Five

PLO: French

· It is expected that students will:

- ask and respond to simple questions

- respond to classroom instructions

RATIONALE:

· This lesson allows students to have an engaging experience with the French vocabulary for clothing. There are many worksheets out there to teach French clothing but the barrier game forces students to use their speaking and listening skills. Developing these skills are essential and their really is no other way to do this but practicing in a comfortable and supportive environment. Barrier games are not only really educational but students will find them very fun and will be asking to play them over and over again.

MATERIALS:

· Clown Colouring Page (1 for every student)

· Envelope (1 for every student)

· Construction paper clothing articles – 2 or 3 colours of each article (1 set for each student)

· Exit slip (1 for each student)

PURPOSE/AIMS:

· Students will know:

- the words for French clothing and whether they are masculine or feminine.

· Students will understand:

- how to conjugate the verb porter and begin to use it in sentences to direct their partner in dressing the clown

· Students will:

- participate in the barrier game activity in order to strengthen their speaking and listening skills in French

· Students will also get the chance to fulfill the following instructions PLO in a different way. Rather than following the teachers instructions the students are following their peers instructions to meet a final goal. This creates a more meaningful experience for the students.

PRIOR KNOWLEDGE:

· Students will already:

· Have a good knowledge about creating sentences

· Know French colours and clothing

· Had experiences in speaking French

REVIEW: (3 minutes)

Student Review: Have students review what they already know from previous classes

Teacher:

· Ask questions:

· What are some colours you know in French?

· What French clothing vocabulary did you learn last class? Is that article masculine or feminine?

· Write the students answers on the board (this is so students can refer back to it throughout the activity)

Student:

· Will answer the questions using their prior knowledge and notes from previous classes

· Ask any questions that they are confused about

GRAMMAR FOCUS: (8 minutes)

Teacher introduce: Porter (to wear)

Teacher:

· Write on the board how to conjugate the verb porter

Je porte

nous portons

tu portes

vous portez

il/elle porte

ils/elles portent

· Say the conjugated verb and ask the students to repeat

· Write examples on the board and ask students to come up and fill in the conjugated verb

- Ex: Le clown _______ une veste verte

Le clown _______ un pantalon rose

- These sentences are used, as they are examples of ones students will use in the following activity

Student:

· Copy down the conjugated verb

· Repeat saying the conjugated verb

· Participate in filling in the conjugated verb on the board

Students would already be familiar with –ER verbs but I think that it might be needed as a refresher especially because this is the only verb students will be using in the following activity.

TEACHER MODEL: (10 minutes)

Teacher Demonstrate: The teacher and a student will demonstrate how to play the clown barrier game (Teacher should choose a student that they know will be comfortable in helping to demonstrate)

Teacher:

· The teacher will take on the role of the player who is dressing the clown. Giving the other player the directions using the proper phrases.

- “Le clown porte des chaussure verte”

- “Le clown porte une veste verte”

· Be very clear of the phrases you are using. Examples of the phrases are on the board as well.

· Explain to the students that once one player has gone they will switch roles and the other player will give the directions.

Students:

· Students will fishbowl around the teacher and the one student in order to see and hear the demonstration

· One student will be participating and following the teachers directions to dress their clown

The teacher must set up the area for the demonstration. Prepare a barrier such as binders or books and place them on a desk or table where all the students can circle around.

GUIDED PRACTICE: (20 minutes)

Collaborative exploration: This is the chance for the students to participate in the barrier game activity.

Teacher:

· Pair up the students (Think about pairing stronger students with those less comfortable with the French language)

· Explain how they need to find an area in the classroom where they can put a barrier up so they cannot see each others clown

· Hand out the clown colouring page and the clothing envelopes

· When students are working in their pairs the teacher is walking around and helping students

Student:

· Working in their pairs to play the barrier game

· Focusing on using the proper phrases to convey what they are dressing their clown in

Encourage students to have multiple rounds within their pairs. Also have students switch their pairs after both partners has had a couple of opportunities to give the directions. I want students to engage with the speaking and listening skills that this game fosters as many times as possible.

CLOSURE: (3 minutes)

Teacher:

· Ask if there was any pairs who would like to show the class a round of their barrier game

This gives students the opportunity to show what they have learnt in this lesson. Allowing students to demonstrate their knowledge is a great way to wrap up the focus of the lesson.

ASSESSMENT: (3 minutes)

Exit Slip: Students will be filling out an exit slip at the end of class

Three questions:

1. Write two phrases that you used when playing the barrier game (remember to conjugate the verb)

2. Would you like to play the barrier game again?

3. Were you able to match your clown to your partners from their directions?

Oral: Students will say one of their phrases they wrote down as they are handing in their exit slip. This is important as most of the activity is focused on their speaking skills. At the end the teacher wants to know whether or not they are comfortable with the phrases they were using.

FOLLOW UP/EXTENSIONS:

· Learning to shop for clothing – key phrases (set up a play shopping mall)

· Learning to describe clothing – texture, size, occasion