Writing the Name of the School and Describing Its Administration

Grade 3 · French

Semester 2 | Period 4 | Week 22

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Subject: French

Semester: 2

Period: 4

Week: 22

 

School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 3
Date: Week 22
Lesson Duration: 45 minutes
Week & Period: Week 22, Period 4
Topic: Writing the Name of the School and Describing Its Administration
Sub-topic: School staff vocabulary
Learning Objectives
By the end of the lesson, students should be able to:
Write and say the name of their school and describe school staff roles in French

Previous Knowledge
Students already know:
School vocabulary, verbs “avoir” and “il y a”, numbers, basic sentence structures

Instructional Materials
• Textbook: French for Beginners, Grade 3
• Flashcards of school staff
• Writing sheets

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• Who works in your school? Name them in French
• Show flashcards of staff members: le directeur, le professeur, le secrétaire, le concierge

Learner’s Role:
Respond orally, recall staff roles, and participate in discussion

 

B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes

Teacher’s Role (Expanded & Detailed)

  1. Teach Vocabulary – School Staff Roles
    Begin by introducing new vocabulary words related to school staff members. Write each word on the board, say it slowly and clearly, and have students repeat after you.

Key Vocabulary:

  • le directeur / la directrice – the principal (male/female)
  • le professeur / l’enseignant(e) – the teacher
  • le surveillant / la surveillante – the monitor
  • le bibliothécaire – the librarian
  • le secrétaire – the secretary
  • le cuisinier / la cuisinière – the cook
  • le gardien / la gardienne – the guard
  • le chauffeur du bus scolaire – the school bus driver

Use flashcards or drawings to match words with images.

  1. Pronunciation and Repetition Drills
    Conduct choral drills, having the entire class repeat each term multiple times. Break the words into syllables to help with articulation.
  2. Model Simple Descriptive Sentences
    Write and pronounce example sentences that show the roles and locations of school staff:
  • Le directeur est dans son bureau. (The principal is in his office.)
  • Le cuisinier prépare la nourriture dans la cantine. (The cook prepares food in the canteen.)
  • La maîtresse est dans la salle de classe. (The teacher is in the classroom.)
  • Le bibliothécaire est dans la bibliothèque. (The librarian is in the library.)

Underline the subject, verb, and complement to visually show sentence structure.

  1. Guide Spelling of the School’s Name
    Ask students to write the full name of their school in French, such as:
    “Mon école s’appelle École Centrale de Monrovia.”
    Assist those who are unsure of spelling, ensuring all students know how to write their school's name.
  2. Facilitate Role-Play Activities
    Assign learners various school roles (e.g., director, librarian, cook). Let them act out a short dialogue or activity in pairs or small groups:
  • Example role-play:
    • Student A: “Bonjour, tu es qui ?”
    • Student B: “Je suis la directrice. Je travaille dans le bureau.”
    • Student A: “Enchanté !”

Encourage the use of props (e.g., a book for the librarian, a spoon for the cook) for more immersive learning.

 

Learners’ Activities (Expanded & Detailed)

  • Vocabulary Practice: Repeat and spell aloud the new vocabulary for school staff.
  • Sentence Building: Construct and write simple descriptive sentences about staff roles and where they work.
  • Spelling Practice: Write their school’s name correctly in French.
  • Role-Playing: Take on roles of school staff, practice greetings and short conversations in pairs or groups.
  • Partner Speaking: Ask and answer questions using new vocabulary, e.g., “Où est le directeur ?” “Il est dans son bureau.”

Example Student Sentences:

  • “Le professeur est dans la salle de classe.”
  • “Le gardien ouvre la porte.”
  • “Le chauffeur du bus scolaire arrive le matin.”
  • “Mon école s’appelle École Lumière de Paynesville.”

 

Assessment Checks

  • Oral Assessment: Ask students to name a school staff member and describe what they do.
    • Example: “Qui travaille dans la bibliothèque ?” → “Le bibliothécaire travaille dans la bibliothèque.”
  • Spelling & Writing Check: Review written sentences for:
    • Correct spelling of vocabulary and school name
    • Proper sentence structure (subject + verb + complement)
  • Observation During Role-Play: Check pronunciation, vocabulary usage, and sentence fluency during the activity.

 

Peer Review

  • Oral Feedback: During pair or group activities, learners observe each other’s use of vocabulary and sentence structure, offering simple corrections or praises:
    • “Bien dit !” (Well said!)
    • “Attention, c’est la directrice, pas le directeur.”
  • Spelling Review: Pairs compare written sentences and help each other correct any spelling or grammatical mistakes.

 

Notes (Expanded & Detailed)

  • Encourage full sentence responses both orally and in writing — not just single-word answers.
  • Reinforce subject-verb agreement and correct preposition usage (e.g., dans la salle, dans son bureau)
  • Focus on both male and female forms of staff words to build gender awareness in vocabulary.
  • Allow learners to speak slowly and clearly for confidence building during speaking tasks.

 

Assignment (Homework)
Task: Write 3–4 complete sentences describing your school and some of the staff members.

Instructions:

  • Use vocabulary from today’s lesson.
  • Include where the staff work and what they do.
  • Spell your school’s name correctly in one sentence.

Example Homework Sentences:

  1. Mon école s’appelle École Modèle de Paynesville.
  2. Le directeur travaille dans son bureau.
  3. La cuisinière prépare la nourriture dans la cantine.
  4. Le professeur enseigne dans la salle de classe.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Write one sentence describing a staff member
• Follow-up Activity: Oral sharing of sentences

Differentiation / Inclusive Strategies:
Visual aids for staff roles
Sentence starters for struggling learners
Peer support during writing and oral practice

Teacher’s Reflection:
• What worked well? Students enjoyed role-playing and recalling staff vocabulary
• What needs improvement? Reinforce spelling accuracy
• Students’ engagement level: ☑ High ☑ Medium ☐ Low