Introducing Daily Routines

Alberta Curriculum Link

Program of Studies: French, Grade 7

• General Outcome A: Listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences in French.
• Specific Outcome A1.1: Understand and use vocabulary related to daily activities.
• Specific Outcome A2.3: Communicate personal information, preferences, and simple descriptions using basic French expressions and sentences.
• Cross-Curricular Connections: Personal Wellness – daily routines and healthy habits.

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Learning Objectives (Je peux …)

• Je peux comprendre et utiliser le vocabulaire des activités quotidiennes.
• Je peux décrire ma routine quotidienne en phrases simples en français.
• Je peux écouter et répondre à des questions au sujet des routines.

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Success Criteria

• Je peux reconnaître et associer le vocabulaire des activités quotidiennes avec des images.
• Je peux formuler des phrases courtes et correctes pour décrire mes activités journalières.
• Je peux participer activement à une activité de compréhension orale en répondant correctement aux questions.

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Materials

• Flashcards with daily routine vocabulary (e.g., se réveiller, prendre le petit déjeuner, aller à l’école).
• Dyslexia-friendly printed story: "Ma journée typique" (simple font, clear spacing, coloured overlays available).
• Audio recording of a daily routine description.
• Whiteboard and markers.
• Worksheet: Fill-in-the-blanks and matching exercises.
• Tablets with microphone function for oral practice (optional).

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Lesson Outline (60 minutes)

1. Introduction & Warm-Up (10 minutes)

• Begin with a quick class discussion in English: “What do you do every day from morning to night?”
• Introduce key vocabulary with flashcards showing daily routine actions and phrases. Pronunciation practice with choral repetition and individual drilling.
• Use gestures and visuals for dyslexia-friendly support.

2. Listening Activity (10 minutes)

• Play audio of a short description of a typical French student's day.
• Students listen twice: first to get the gist, second to pick out specific actions.
• In pairs, students discuss what they understood. Teacher supports with targeted questions in French (e.g., “À quelle heure il se réveille?”).
• For dyslexic learners: provide printed script with color-coded words linked to vocabulary flashcards.

3. Reading and Comprehension (10 minutes)

• Distribute "Ma journée typique" story printed in dyslexia-friendly font and layout.
• Model reading aloud.
• Students read silently or follow along (option for peer reading for struggling students).
• Complete a worksheet with matching vocabulary to images and filling blanks in sentences describing the routine.

4. Speaking Practice (15 minutes)

• In small groups (3-4), students use tablets or simply speak to describe their own daily routine in simple French sentences.
• Teacher provides sentence starters, such as:
  • Je me réveille à ... heures.
  • Ensuite, je ... (action).
• Encourage peer support and positive feedback.
• Advanced learners tasked to add details about time or frequency (e.g., “Je me couche toujours à 21h,” “Je prends souvent le petit déjeuner à la maison.”).

5. Wrap-Up and Reflection (10 minutes)

• As a class, create a simple "Jourtypique" comic strip on the board with student participation describing a typical day’s routine using target vocabulary.
• Students reflect orally using “Je peux” statements: “Je peux dire ma routine,” “Je peux comprendre quand on me parle de la routine.”
• Optional: Students write one or two sentences in their notebooks for teacher feedback.

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Differentiation Strategies

• For dyslexic learners: Use multisensory materials (visual, auditory, tactile) and dyslexia-friendly fonts and colour contrasts. Provide audio and print copies together. Allow oral rather than written responses if needed.
• For ELLs and struggling students: Use simplified vocabulary and sentence structures. Provide strong models and sentence frames. Partner with a peer buddy for support.
• For advanced learners: Challenge with additional vocabulary related to time expressions, frequency adverbs, and creating questions about routines to interview classmates.

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Extension Activities for Advanced Learners

• Compose a short diary entry in French describing a special day with a changed routine.
• Create a digital storyboard or video presentation of a daily routine in French, integrating new vocabulary and expressions.
• Research and compare daily routines in a French-speaking country and share findings with the class in French or English.

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Assessment

• Ongoing observation during speaking activities for fluency and vocabulary use.
• Worksheet completion checked for understanding of vocabulary and sentence structure.
• Listening comprehension assessed through responses to questions.
• Informal oral self-assessment using “Je peux” statements.

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Teacher Reflection Notes

• Monitor engagement with multisensory instructional methods for dyslexic and ELL students.
• Note student self-confidence growth in using simple spoken French.
• Adjust pacing if vocabulary introduction needs reinforcement.

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This lesson plan offers an engaging, practical introduction to daily routines that aligns with the Alberta French curriculum for Grade 7, emphasising inclusivity, communication skills, and cultural awareness.