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Subject: French
Semester: 2
Period: 4
Week: 21
School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 4
Date: Week 21
Lesson Duration: 45 minutes
Week & Period: Week 21, Period 6
Topic: Discussing Basic Colors and Primary Colors
Sub-topic: Formation of secondary colors
Learning Objectives
By the end of the lesson, students should be able to:
Discuss basic and primary colors in French
Describe how primary colors combine to form secondary colors
Use new color vocabulary in oral and written sentences
Previous Knowledge
Students already know:
Eight basic colors, article + noun + adjective structure
Instructional Materials
• Textbook: French for Beginners, Grade 3
• Paints or colored pencils
• Whiteboard and markers
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• What are the primary colors in French?
• Can you guess what color we get if we mix rouge and bleu?
Learner’s Role:
• Answer orally using French vocabulary
• Participate in predicting color combinations
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role (Expanded & Detailed)
- Review Primary Colors in French (5 minutes)
- Use flashcards or a digital presentation to briefly revisit les couleurs primaires — rouge (red), bleu (blue), jaune (yellow).
- Ask simple recall questions:
"Quelle couleur est-ce?"
"Est-ce que le bleu est une couleur primaire?"
- Introduce Secondary Colors in French (5–7 minutes)
- Present the secondary colors: orange, vert, violet.
- Write the color words clearly on the board or display with visuals.
- Emphasize pronunciation through call-and-repeat:
“Répétez après moi: orange… vert… violet.”
- Point out the color combinations needed to create each:
- rouge + jaune = orange
- bleu + jaune = vert
- rouge + bleu = violet
- Demonstrate Mixing Primary Colors (5 minutes)
- Use transparent color overlays, colored water in clear cups, or paint on a palette to physically show the mixing process.
- Speak in French as you demonstrate:
“Je mélange le rouge et le jaune. Ça fait… orange!”
- Write model sentences on the board:
Le rouge et le jaune font orange.
Le bleu et le jaune font vert.
Le rouge et le bleu font violet.
- Guide Students to Construct Sentences (5–7 minutes)
- Practice creating simple sentences together, encouraging learners to say them aloud.
- Use sentence stems for scaffolding:
- “Le ___ et le ___ font ___.”
- Invite individual students to come to the board or speak aloud to form a sentence about a mixture.
- Facilitate Hands-On Activities (5–8 minutes)
- Distribute paint, colored pencils, or digital drawing tools.
- Instruct students to mix primary colors to create secondary ones, either by painting, coloring, or using paper collages.
- Monitor and assist students, encouraging them to narrate their work in French:
“Je mélange le bleu et le jaune. Ça fait vert!”
Learners’ Activities (Expanded & Detailed)
- Color Mixing Practice
- Use art supplies to explore mixing of primary colors.
- Create color wheels or mini color mixing charts with labels.
- French Language Integration
- Verbally describe their actions using French sentences.
- Write at least three complete sentences using the format:
Le ___ et le ___ font ___.
- Pronounce color words correctly and try using them in a short phrase.
- Pair Work / Collaborative Activity
- Work in pairs to discuss their color experiments:
- One student explains their mixtures, the other repeats and gives feedback.
- Use phrases like:
“Tu as mélangé quelles couleurs?”
“Très bien! Le violet est joli!”
Assessment Checks (Formative)
- Oral Questioning
- Ask students to identify colors and mixtures during the demonstration and activity.
- Prompt them to recall vocabulary:
“Quelle couleur fait rouge et bleu?”
- Written Work
- Check their written sentences for correct structure, spelling, and use of vocabulary.
- Observation
- Actively observe student participation and pronunciation during hands-on tasks and pair work.
- Note who uses full sentences and attempts to self-correct.
- Peer Review
- In pairs, students explain one of their mixtures.
- Partners provide a positive comment or correction if needed.
Notes (Expanded & Detailed)
- Pronunciation & Spelling Focus
- Correct common errors (e.g., viloet instead of violet).
- Encourage proper pronunciation of French vowels and color names.
- Encourage Full Sentences
- Gently correct sentence fragments.
- Use repetition and modeling to reinforce structure.
- Adaptation
- For younger or lower-level students, provide sentence starters or word banks.
- For advanced learners, challenge them to describe their drawings in more detail:
“J’ai mélangé le rouge et le jaune pour faire une fleur orange.”
Assignment (Homework)
- Creative Drawing Task
- Students draw a simple picture at home (e.g., a landscape, abstract shapes, or animals) using only primary colors to mix and create secondary colors.
- They must label at least three mixed colors in French using full sentences.
Example: Le rouge et le bleu font violet.
Le jaune et le rouge font orange.
- Encourage neat labeling and the use of color in their written sentences.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Identify secondary colors from primary color combinations
• Follow-up Activity: Oral discussion of favorite color combinations
Differentiation / Inclusive Strategies:
Provide color charts for students needing guidance
Encourage creative sentence construction for advanced learners
Teacher’s Reflection:
• What worked well? ___________________________________________________
• What needs improvement? ____________________________________________
• Students’ engagement level: ☑ High ☑ Medium ☐ Low