Daily Routines Introduction

Grade: Year 7

Duration: 60 minutes

Class Size: 30 students

Language: French

Curriculum Reference: Alberta Education - Français Langue Seconde Immersion Programme, Grade 7

(Learning Outcomes:

• FL7.1 Communicate using vocabulary related to daily life and routines.
• FL7.2 Understand and use common expressions about personal habits.
• FL7.3 Develop listening, speaking, reading, and writing skills in context.
• FL7.4 Demonstrate cultural awareness of Francophone daily life.
  )

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Learning Objectives (I can statements)

• Je peux comprendre et utiliser le vocabulaire des routines quotidiennes.
• Je peux décrire mes activités journalières en français à l’oral et à l’écrit.
• Je peux écouter et comprendre une courte description d’une routine quotidienne.
• Je peux comparer des routines françaises et canadiennes en comprenant les différences culturelles.

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Success Criteria

• I can name at least 8 activities related to daily routines in French.
• I can use simple sentences to describe my own daily routine orally.
• I can read a short paragraph about a daily routine with understanding.
• I can write 3-5 sentences about my daily routine using new vocabulary.
• I can identify one cultural similarity or difference between French and Canadian routines.

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Materials Needed

• Flashcards with daily routine vocabulary (images + words)
• Audio recording of a person describing their daily routine in French
• Handouts with dyslexia-friendly fonts and spacing (e.g., OpenDyslexic font, coloured paper background)
• Whiteboard and markers
• Interactive digital quiz (optional - Kahoot or similar, if tech available)
• Worksheet with fill-in-the-blank and short answer prompts
• Projector to display cultural images or short video clips about Francophone life
• Visual schedule chart for reference

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Lesson Outline

1. Introduction and Warm-up (10 minutes)

• Greet students and explain today’s focus: daily routines vocabulary.
• Engage: Show flashcards of daily activities (e.g., se réveiller, prendre le petit déjeuner, aller à l’école, faire les devoirs, se coucher).
• Ask: "Quels sont les moments importants de ta journée?" to elicit prior knowledge in a circle discussion (scaffold with sentence starters on the board).
• Use gestures and images to reinforce new vocabulary.

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2. Listening Activity (10 minutes)

• Play a short recorded passage featuring a French speaker describing their daily routine clearly and slowly.
• Distribute a dyslexia-friendly handout with keywords and a graphic organiser to support comprehension.
• Task: Students listen and check off activities heard from a list of vocabulary (list includes decoys for critical listening).
• Discuss answers as a class, clarifying any misunderstandings.

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3. Speaking and Vocabulary Practice (10 minutes)

• Practice pronunciation chorally and in pairs.
• Play “Routine Charades”: students silently act out vocabulary words; peers guess the activity in French.
• Prompt students to make simple sentences:
  Le matin, je me réveille à six heures.
• Encourage use of expressions like je me lève, je prends le petit déjeuner, je vais à l’école.

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4. Reading Activity (10 minutes)

• Provide a short paragraph describing a young Francophone student’s daily routine.
• Text formatted in OpenDyslexic font with key vocabulary highlighted in colour.
• Students read silently, then in pairs, discuss what they understood.
• Comprehension questions on handout (circle correct answers, short answers).

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5. Writing Task (10 minutes)

• Students write a simple text (3-5 sentences) about their own routine using learned vocabulary and templates such as:
  "Le matin, je me réveille à... Puis, je... Je vais à l’école à..."
• Support with vocabulary list and sentence starters.

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6. Cultural Connection & Extension (5 minutes)

• Briefly show images or short video clips illustrating daily life in a Francophone community (e.g., school schedule, meals, leisure).
• Discuss one cultural difference or similarity: En France, à quelle heure les élèves mangent-ils le déjeuner? Et au Canada?
• Extension: Advanced learners write 5-7 sentences comparing both routines or prepare a short oral presentation for the next class.

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7. Assessment and Closure (5 minutes)

• Quick formative assessment via interactive quiz or handout: match vocabulary, answer 2-3 questions orally.
• Review learning objectives and success criteria with students ("Qu’est-ce que vous pouvez faire maintenant?")
• Feedback and encouragement for effort and participation.

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Differentiation Strategies

Learner Needs	Strategy
Dyslexic learners	Dyslexia-friendly fonts for reading materials; coloured overlays; oral instructions reinforced with visual aids; paired reading.
English Language Learners (ELL)	Pre-teach key vocabulary with images; use bilingual dictionaries; provide sentence frames.
Advanced learners	Extension writing and speaking tasks; research simple Francophone habits and present findings.
Students with attention difficulties	Frequent movement breaks (charades); use of hands-on activities; shortened tasks with clear expectations.

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Assessment Methods

• Formative: Observation during speaking activities, listening checklist, reading comprehension questions.
• Summative: Written paragraph describing daily routine; oral self-introduction using routines vocabulary.
• Rubric Criteria: Vocabulary use, sentence structure, comprehension, pronunciation, cultural understanding.

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Reflection and Next Steps

• Reflect on student engagement with interactive games and cultural content.
• Next lesson: Introducing time expressions and linking daily routines with calendar vocabulary for more complex sentence building.
• Consider integrating technology for more interactive listening and speaking practice.

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This plan ensures alignment with Alberta's Program of Studies for French as a Second Language Year 7, balancing language skills development, cultural awareness, and inclusivity through differentiated instruction and engaging multimodal activities.