Greet the student and ask how they are, what time it is, and how the weather is in where they live. Either check the ss completion of homework in TLC time and review incorrect answers, and/or present ss with last class quiz from Dropbox lesson plan.

Show student the map of class objectives and ask CCQs to make sure they understand what certain facets are.

Go to the slide with the title SHORT I and phoneme /ɪ/. Solicit the sound from the student. If they don't know, board the word FISH with photo and solicit word. Ss repeats, holding out vowel sound: fi-i-ish. Ss reads the words on the short i list and T checks for pronunciation. T solicits short i sound in isolation: what sound do all these vowels share? HFW: T boards 6 sentences with the following sight words highlighted: give, giving, live, been, pretty, and gym. T explains that these words share the same short i sound and solicits the sound. Ss reads the words, holding out the short i sound, and circles the grapheme that represents the sound.

Board the following verbs with their equivalents in French: want, wait, start, end, hate, need, paint, pretend, taste, sound. Tell ss these are regular verbs, and solicit how to put them in the past. (-ed) T asks ss to read the verbs in present and past and checks pronunciation. T solicits the last sound in the present: t or d. T explains that in this case, the short i phoneme is used as well.

Board 2 sentences with pictures: That dog was running in the park. This dog was sleeping on the sofa. Give the students various sticky notes: singular demonstrative (x2), auxiliary verb (x2), singular noun (x4), main verb (x2), article (x2), preposition (x2). Give ss 1 minute to match the sticky notes with the correct parts of speech. Tell ss that x are wrong, or remove wrong answers and let ss try again.

Board concept tree: determiners --> articles, demonstratives, poss. adjectives, quantifiers. Highlight the first 2 categories and tell ss we'll practice using these today. Articles: Start with example sentences. What's this? It's a banana. Who's that? He's the teacher. What's this? It's sugar. What are these? They're plates. What are those? They're glasses. Use pictures/arrows to lead ss to see the difference between 'here' and 'there' concepts. CCQs: Identify articles and quantifiers. Ask CCQs to lead students to determiner/noun agreement. Change various factors of the sentence and ask ss to correct the corresponding noun/determiner, ie: aN orange, IT's a plate, etc. Controlled Practice: Correct the mistakes with demonstratives and articles in the sentences. Production: Practice asking and answering simple questions with student using family and friends, home, food vocabulary: What's this in French? What are those in English? etc.

Test: Play Baamboozle: friends, family, house & prepositions. Mark incorrect answers. If time, teach incorrect answers using 5 steps to vocabulary introduction.

Show pages 1 and 2 of the white oryx. Discuss: T asks ss, What can you see? If ss doesn't know how to respond, t can provide some prompts: white, animal, truck, or ask CCQs: What are those? Is he a man or a woman? Etc. As ss responds orally, write key words on sticky notes on jamboard. Then, ask ss to write a sentence about the 2 pictures. Guide ss to integrate adjectives, articles, quantifiers, and prepositions.

Show the second page of The White Oryx. T explains to ss that they will take a quick test to see how fast they can read, but that they should try to pronounce the words as best they can (no pressure - don't rush!) Ss reads the text and T times them and notes their time. Then, T explains that ss will read in a different way. T presents 3 questions with easily identifiable information in the text and asks ss to find and circle the answer. Ss attempts to answer using a full sentence.

Present ss with irregular verbs list 5 and 6 and ask them to say the verbs (isolated) in French and conjugate them in the past simple (English.) If they cannot say the verb in French, put it in context (try to recycle vocabulary and structures from the lesson) and ask again. Mark the verbs on the list as green (w/o context) yellow (in context) or red (unknown) for further practice.

Write sentences in English, and give ss the reigns. T must choose the correct french verb out of 3 options. If ss is capable of correcting T, they win points, but if they make a mistake or don't know, T wins points.

T congratulates ss on their performance and assures ss knows what to do for homework.