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Subject: French
Semester: 2
Period: 4
Week: 20
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 4
Date: Week 20
Lesson Duration: 45 minutes
Week & Period: Week 20, Period 4
Topic: Articles + Nouns + Adjectives: Forming Simple Color Expressions
Sub-topic: Using colors with objects and proper agreement
Learning Objectives
By the end of the lesson, students should be able to:
Construct simple expressions using articles, nouns, and color adjectives with correct gender agreement
Pronounce and spell color adjectives correctly
Match objects to colored descriptions accurately
Previous Knowledge
Students already know:
Basic colors in French and classroom objects
Instructional Materials
• Textbook: French for Beginners, Grade 3
• Flashcards with objects and colors
• Whiteboard and markers
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• Can you describe this object using a color in French?
• Show objects and ask for oral responses using “un/une + noun + color”
Learner’s Role:
• Formulate simple phrases using colors
• Participate in oral practice
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
Begin the lesson by introducing and explaining the structure:
Article (un/une) + Noun + Adjective (color)
This structure is used to describe colored objects in French. Emphasize that adjectives in French (including colors) must agree in gender and number with the noun they describe.
Write the sentence structure on the board:
[Un / Une] + [Nom / Noun] + [Adjectif de couleur / Color adjective]
Then explain gender agreement using clear examples:
- un stylo rouge (a red pen — masculine)
- une gomme rouge (a red eraser — feminine)
- un sac noir (a black bag)
- une table noire (a black table — notice the 'e' added to noire)
- un cahier vert (a green notebook)
- une chaise verte (a green chair)
Write multiple pairs of examples on the board showing the masculine vs. feminine form of the adjective, particularly for those that change spelling:
- bleu → bleue
- vert → verte
- noir → noire
- blanc → blanche
(Explain that some colors like “rouge” and “rose” don’t change.)
Next, model 5–6 more examples using classroom objects, encouraging learners to identify whether the noun is masculine or feminine:
- une trousse bleue
- un crayon vert
- une règle rose
- un livre jaune
- une chaise noire
- un cahier blanc
Use flashcards or real classroom objects as visual prompts. Hold up an object and form a sentence aloud. Then let students try.
Conduct oral drills with the class:
You say the object and color, and students say the full sentence.
Teacher: “stylo + rouge”
Students: “C’est un stylo rouge.”
Guide learners in forming their own sentences aloud. Use the board to correct and reinforce spelling and agreement.
Provide a short matching activity on the board or worksheet where students must match objects to the correct color phrases.
Learners’ Activities (Expanded & Detailed)
- Repeat after the teacher modeled phrases aloud, paying attention to gender and pronunciation.
- Write down 5–6 sentences in their notebooks using the Article + Noun + Color structure.
Example:
- un sac bleu
- une gomme rose
- Work in pairs to come up with new object + color phrases based on classroom items or school supplies.
- Engage in oral pair drills: One student names an object and color, the other responds with the full sentence.
- Complete a short written activity: Fill in blanks with correct articles, nouns, and color adjectives.
Assessment Checks
- Oral questioning: Ask students individually to describe an object using the full sentence structure.
e.g., Teacher: “(showing a green book)” → Student: “C’est un livre vert.”
- Written sentence checks: Review notebooks for spelling, gender agreement, and correct use of article + noun + color.
- Monitor pair work: Walk around during partner activities to correct and encourage.
- Give a quick mini quiz: Provide a list of 5 objects; students must write matching color phrases.
Peer Review
- Learners swap their written sentences with a partner to check for:
- Correct article (un/une)
- Correct noun spelling
- Correct color agreement
- Pairs read each other’s sentences aloud, correct any mistakes together, and explain why.
Notes (Expanded & Detailed)
- Constantly reinforce gender agreement: If the noun is feminine, the adjective (if it changes) must match.
- Encourage learners to refer to their vocabulary lists or class color chart when unsure.
- Point out exceptions and invariable adjectives (like marron and orange which do not change with gender).
- Use a color-coded chart showing masculine vs. feminine versions of nouns and adjectives.
- Encourage creative sentence making using items from their home or school bags.
Assignment (Homework)
Learners will:
- Choose five objects from home or school (e.g., bag, shirt, shoe, pencil, cup).
- Write five full sentences describing each object using:
Article + Noun + Color adjective, with proper agreement.
Examples:
- Un sac vert
- Une chemise blanche
- Un crayon rouge
- Une chaussure noire
- Un verre bleu
Encourage neat writing, correct spelling, and colored drawings if possible to help visual connection.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Construct a phrase for a given object with a color
• Follow-up Activity: Quick oral drill of randomly selected objects and colors
Differentiation / Inclusive Strategies:
Provide visual aids and word banks for students who need extra support
Encourage higher-level students to make more complex sentences with multiple adjectives
Teacher’s Reflection:
• What worked well? ___________________________________________________
• What needs improvement? ____________________________________________
• Students’ engagement level: ☑ High ☑ Medium ☐ Low