Functions of Classroom Objects

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Subject: French

Semester: 1

Period: 1

Week: 4

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School Name:
Teacher’s Name:
Subject: French
Grade Level: Grade 4
Date: Week 4
Lesson Duration: 45 minutes
Week & Period: Week 4, Period 1
Topic: Functions of Classroom Objects
Sub-topic: Using Verbs with Objects

Learning Objectives
By the end of the lesson, students should be able to:
Describe what each classroom object is used for.
Combine vocabulary with functional verbs in oral and written form.

Previous Knowledge
Students already know object vocabulary and simple sentence construction.

Instructional Materials
• Flashcards
• Real classroom objects
• Whiteboard

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: Teacher asks: “Qu’est-ce que tu fais avec un crayon?”

Learner’s Role:
Respond orally with verbs (écrire, dessiner, etc.)

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded & Detailed)

1. Introduction to Verbs in Context (5 minutes)
   Begin by introducing and reviewing common classroom action verbs students can use with previously learned classroom objects:

• écrire (to write)
• lire (to read)
• effacer (to erase)
• dessiner (to draw)
• ouvrir (to open)
• fermer (to close)
• porter (to carry)
• regarder (to look/watch)

Introduce first-person present-tense conjugation of these verbs (je + verb):

• je lis, j’écris, j’efface, je dessine, j’ouvre, je ferme, je porte, je regarde

Explain that we are going to use these verbs in full functional sentences with classroom objects.

2. Modeling Sentences (10 minutes)
   Write and explain the following sentence models on the board:

• J’écris avec un stylo. (I write with a pen.)
• Je lis un livre. (I read a book.)
• J’efface avec une gomme. (I erase with an eraser.)
• Je dessine avec un crayon. (I draw with a pencil.)
• Je porte un sac. (I carry a bag.)

Discuss:

• The subject “je” (I)
• The action (verb)
• The classroom object (direct object or tool used)
• The correct use of articles “un/une”

Pronounce each sentence slowly and clearly. Ask students to repeat after you chorally, then individually.

3. Guided Practice (10 minutes)
   Guide students to form their own sentences by combining:

• A verb (from the list above)
• A classroom object (from vocabulary previously taught)

Example:

• Teacher: "What do you do with a crayon?"
• Student: “Je dessine avec un crayon.”
• Teacher: “Très bien!”

Give students a verb-object matching activity:

• Hand out flashcards with verbs and others with objects.
• Learners will pair a verb with a classroom object and say the sentence aloud:
• Example: dessiner + crayon → Je dessine avec un crayon.

 

Learners’ Activities (Expanded & Detailed)

• Speaking Practice:
• Repeat model sentences after the teacher.
• Create and pronounce their own functional sentences using verbs and classroom objects.
• Engage in sentence-building activities using flashcards.
• Writing Practice:
• Write 3 to 5 original sentences using “Je + verb + object” structure.
• Example sentences:
• Je lis un livre.
• J’ouvre la porte.
• J’écris avec un stylo.
• Oral Sharing:
• Volunteer to read their sentences aloud to the class or in pairs.
• Practice listening and giving constructive feedback to peers.

 

Assessment Checks

• Oral Assessment:
• Listen as learners read sentences aloud. Check for:
• Correct subject-verb-object structure
• Use of the correct article (un/une)
• Clear pronunciation
• Written Assessment:
• Check learners’ written sentences for:
• Proper verb use
• Agreement with gendered articles (un/une)
• Logical object-verb pairing (e.g., not “Je lis une table”)

Use a simple rubric:

Criteria	Excellent	Satisfactory	Needs Support
Verb usage	✅	❍	❌
Object accuracy	✅	❍	❌
Article agreement	✅	❍	❌
Spelling	✅	❍	❌

 

Peer Review

• In pairs, students will:
• Read each other’s written sentences.
• Provide feedback using a simple checklist:
• ✅ Does the sentence have a subject?
• ✅ Is the article correct (un/une)?
• ✅ Is the object correctly matched with the verb?
• After peer review, they correct their sentences and read one aloud to the class.

 

Notes (Expanded & Detailed)

• Focus on active communication—learners should understand what they are saying, not just repeat.
• Reinforce the importance of verb-object agreement. For instance, you write with a pen, not read a chair.
• For visual learners, allow the use of object drawings or pictures beside written sentences.
• Offer extra support to learners struggling with verb use by providing fill-in-the-blank scaffolds:
• Je ______ un ______.

 

Assignment (Homework)

Task:
Write five (5) complete French sentences using classroom objects and actions. Use the sentence structure:

• Je + verb + object
• Add “avec” where appropriate.

Instructions:

• Use different verbs for each sentence.
• Use at least 5 different objects.
• Double-check spelling and articles.

Examples:

• J’écris avec un stylo.
• Je lis un livre.
• J’efface avec une gomme.
• Je dessine avec un crayon.
• Je porte un sac.

Encourage neat handwriting and sentence clarity.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Evaluation Method:
• Exit slip/quiz: Say or write one sentence using an object and a verb.
• Follow-up Activity: Role-play using objects and verbs.

Differentiation / Inclusive Strategies:
Use visual cues for verbs; allow oral responses for struggling writers.

Teacher’s Reflection:
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☐ Low