Guided Writing — School Routine (Écriture guidée)

Topic: School Routine — 3.0 Writing | Subject: French | Target age: 15 (Kenya) Focus: French grammatical structures needed to write short texts describing daily school routines and timetables.

Specific learning outcomes

• a) write short texts with correct orthography (accent marks, punctuation).
• b) create simple texts with correct language patterns (verb forms, agreement, connectors).
• c) value the importance of writing using correct language patterns (clarity, accuracy).
• d) apply vocabulary and grammar to describe school routines and timetables (heures, jours, activités).

Key vocabulary (vocabulaire)

Days: lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche.
Times: à 6h00, à 7h30, à 8h15, à midi, à 15h30. (use "à" + heure). 🕗🕛
School words: l'école, la classe, la récréation, le déjeuner, le cours, la salle, le professeur, l'emploi du temps.
Subjects: les mathématiques, le français, l'anglais, la biologie, l'histoire, l'EPS (éducation physique).
Frequency: toujours (always), souvent, parfois, rarement, jamais.
Time connectors: d'abord, ensuite, après, avant, puis, finalement.

Grammar focus — structures to practise

Conjugation quick reference — présent (small table)

Model text (exemple guidé)

Guided writing steps (for classroom use)

1. Plan: draw a simple timetable (example below) with your typical school day (hours and activities). Use "à" + hour.
2. Phrase bank: create 8–12 short sentences using the vocabulary and verbs. Start with "Le lundi..." or "Chaque jour..." for regular routine.
3. Link sentences using sequencing words (d'abord, ensuite, puis, enfin) and frequency adverbs (toujours, parfois).
4. Revise for orthography: check accents, verb endings, and negation if used.
5. Final write-up: produce a 70–120 word paragraph describing your school routine or a typical day at school.

Simple timetable visual (example)

Suggested learning experiences (activities focusing on grammar)

• Teacher models a short text on the board; learners identify verbs, time expressions, reflexive verbs, and frequency adverbs.
• Fill-in-the-blanks: provide sentences with missing verb forms or missing "à + heure" to practise conjugation and time expressions.
• Sentence ordering: give mixed clauses (e.g., "je prends le petit-déjeuner", "à 7h00", "ensuite") — students reorder into a correct sentence.
• Pair writing: students exchange simple timetables and write one-paragraph descriptions of their partner's routine using third person (il/elle) or second person (tu).
• Peer correction checklist: focus on verb endings, reflexive pronouns, accents, and correct use of "à" for time.
• Extension (Kenyan context): write a paragraph comparing a typical Kenyan school day (day vs boarding) using the present tense and time expressions.

Practice tasks (for students)

1. Quick: Conjugate "se lever" and "aller" for je / nous / ils. (2 minutes)
2. Short: Complete the sentence - "Les cours commencent ___ 8h00." (answer: à)
3. Main task: Write a 80–120 word paragraph about your school day. Use at least 6 verbs in present, 2 time expressions, and one reflexive verb.
4. Editing: Swap with a partner and correct only grammar and orthography (use the checklist below).

Peer/self-assessment checklist (focus on grammar)

• Are verbs correctly conjugated in present? (je, tu, il, nous, vous, ils)
• Are reflexive verbs using correct reflexive pronouns? (je me, tu te...)
• Are time expressions correct (use of "à", "de... à") and consistent?
• Are sequencing words used to make the text flow?
• Is orthography correct (accents, punctuation, agreement where needed)?

Teacher notes — assessment focus

Mark for: correct verb forms (present), correct use of reflexive verbs, accurate time expressions, use of connectors, and correct orthography (accent marks). Give feedback with examples: e.g., "Tu as écrit 'je reveille' → je me réveille. N'oublie pas le pronom réfléchi et l'accent."

Prepared for Kenyan 15-year-old learners: adapt examples to a day-school or boarding-school timetable as appropriate.