Dans la Classe: Classroom Objects and Simple Commands in French

Dans la Classe: Classroom Objects and Simple Commands in French

Grade 2 · World Languages · NYS WL Standards Novice.CLL.1 / Novice.CLL.3 · 40 Minutes

NYS-Aligned Standards

Novice.CLL.1 — Exchange basic information using familiar words and phrases (interpersonal). Novice.CLL.3 — Recognize and respond to simple spoken directions and commands (interpretive). NYS Learning Standards for World Languages (2021)

Learning Objectives — “I Can” Statements

• I can name common classroom objects in French (le crayon, le livre, la chaise).
• I can follow simple French commands (Levez-vous, Asseyez-vous, Écoutez).
• I can ask and answer “Qu’est-ce que c’est?” → “C’est un/une ___.”

Essential Question

How can I understand and respond to my teacher’s words in French?

Lesson Sequence

Hook / Warm-Up (6 min)

TPR command game: model “Levez-vous” (stand up), “Asseyez-vous” (sit down), “Écoutez” (listen). Students respond with actions only.

Direct Instruction (12 min)

1. Introduce objects with realia: le crayon, le livre, la chaise, la table, le stylo.
2. Model “Qu’est-ce que c’est?” → “C’est un crayon.”
3. Add commands: “Montrez le livre” (show the book), “Touchez la chaise.”

Guided Practice (14 min)

“Simon dit” (Simon Says) in French using objects and commands. Then partner practice: one student gives a command, the other responds.

Independent Practice (6 min)

Students match French object words to pictures and act out two commands for a partner.

Closure (2 min)

Class responds to a final round of commands as an exit routine.

SDI & Differentiation Block

Supports for MLLs/ELLs

Note: For students who are also English language learners, use gestures and real objects so meaning never depends on English.

Entering/Emerging (NYSESLAT Levels 1–2):

• Object picture-word cards; respond by action or pointing
• No spoken output required initially

Transitioning/Expanding (NYSESLAT Levels 3–4):

• Sentence frame: “C’est un/une ___.”
• Pair each French word with a picture and gesture

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

• Content: Focus on 3 objects and 2 commands
• Methodology: Multisensory TPR with real objects; consistent gestures
• Delivery: Allow action/pointing responses; extended processing time; reduce number of new words per round

Suggested Placement: ICT, Resource Room

Teacher Notes

Commands (TPR) let novices succeed through movement before they produce speech — celebrate comprehension as real progress.

Alignment Record