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Isabelle Cate

Vista Ridge HS / Leander ISD


Lesson 4 of 9

UTL 640 UTeacher: Rose Potter

Subject / Level: French II

Submitted Date / Time 10/18/2017 Teach Date / Time 10/20/2017

Lesson Plan Title: Comparing, Going and Making

Enduring Understanding/s
1. Vocabulary is the foundation of language.
2. French culture involves more than the Eiffel Tower.
Essential Questions
1. How does the French language come into play in the arts?
2. How do we express going, doing and adjective comparisons?
Materials (include links to online materials)
1. Powerpoint
2. Paper
3. Writing utensils
4. Charivari lyrics worksheet (24)
5. Aller/Faire conjugations (1, cut out)
6. Tape
7. Scissors
8. Liquid glue
9. Half-sheets of white paper (24)
10. Charivari video (originally from https://www.youtube.com/watch?v=I0-7-vKNxrU, but saved as a .mp4)
11. Que faire avec faire (et aller) cheat sheet (24)
Three Part Lesson objective(s): Students will be able to describe photographs with sentences using aller, faire
and adjective comparison in small groups.
Action: Students will be able to describe photographs
Condition: in small groups
Specific, measurable criteria: with sentences using aller, faire and adjective comparison.

Stated Objective: This should be expressed in engaging, student-centered language. It may come before or
after the engagement and exploration. It should never include teacher talk or grammatical terms. Example:
Do use student centered language: Today we are going to share one of our most memorable moments from
middle school(etc.) Avoid teacher talk/grammatical terms: Today we are going to practice the preterit and
imperfect tenses (etc.)

Today we are going to have a dim sum of learning: comparisons, talking about going and doing, as well as
looking at some places and characters in France. There will be art! Drama! Passion! Injustice! Going! Doing!
Making and comparing!
Differentiation Strategies:

The Powerpoint and worksheets are in a sans-serif font to aid dyslexic learners. Activities are often short and
sometimes have fun accompanying pictures to help students whose minds might wander or who are visual
learners.

UTL 640 LOTE


Alyssa Morton

The Student Can Statements Include as many of the 5Cs below as possible.
I can communicate on very familiar topics using a variety of words and phrases that I have practiced
and memorized.
I can recognize a few memorized words and phrases when I hear them spoken.
I recognize a few letters or characters. I can identify a few memorized words and phrases when I read.
I can ask about and identify familiar things in a picture from a story.
I can answer questions about where Im going.
I can answer questions about what I am doing.
I can understand when someone describes physical descriptions from a photo.
I can follow along with simple arithmetic problems when I can see the figures.
Communication
Interpretive: Students will compare their heights with each other.
Interpersonal: Students will listen to a song in French and respond to photographs of places in France.
Presentational: Students will not present.
Culture: Demonstrate the impact of cultural products/practices/perspectives how?
Students will examine aspects of a famous piece of French literature, Notre-Dame de Paris.
Connections: Connect with what technology and/or discipline?
Students will connect with arithmetic in learning how to convert to the metric system, which is used in France.
Comparisons: Compare and/or contrast what with what?
Students will not compare or contrast with American culture.
Communities: Use language outside of the classroom how?
Students will not use language outside of the classroom.

The 5Es Plus 1 Lesson Sequence


ENGAGEMENT: These activities mentally engage students with an event or question. Engagement
activities capture students' interest and help them to make connections with what they know and can do. Here
students encounter the material, define their questions, lay the groundwork for their tasks, make connections
from new to known, and identify relevance.

Students will convert their heights into meters following a formula on the Powerpoint. Students will write
down the names and heights of someone who is taller than them, someone who is shorter than them, and
someone who is the same size. If they are the tallest or shortest, they may write in a celebritys name. If no
one is the same height as them, some suggestions are offered (my evil twin, my reflection, a person who is the
same height as me).

Estimated time: 10 min.


TEKS COVERED
114.40. Level II, Novice High to Intermediate Low Proficiency (One Credit), Adopted 2014.
(c) Knowledge and skills
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the
spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of
contexts. The student uses a mixture of short statements and sentences with appropriate and applicable
grammar structures and processes at the specified proficiency levels. The student is expected to:

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Alyssa Morton
(A) ask and respond to questions about everyday life with simple elaboration in spoken and written
conversation;
What are you, the teacher, doing? What are your students doing?

I will hand out materials for the exploration activity My students will be converting their heights from
(scissors, glue and half sheets of paper) and assist students inches to centimeters/meters and comparing their
as needed. heights with others.

EXPLORATION: Next, students encounter hands-on experiences in which they explore the concept
further. They receive little explanation and few terms at this point, because they are to define the problem or
phenomenon in their own words. The purpose at this stage of the model is for students to acquire a common
set of experiences from which they can help one another make sense of the concept/new learning. Students
must spend significant time during this stage of the model directly involved with material. Inquiry drives the
process, teamwork is used to share and build knowledge base.

Students will make a three-tab foldable in their journals. Each tab will have plus que, moins que, and
aussi que on the outside. On the inside on the right, students will write a sentence comparing their heights
with others (e.g. Jason est plus grand que moi.) On the left, students will illustrate this height difference with
stick figures/portraits and write the heights over the figures.

Students will be directed to make a conjugation table for aller and faire. The conjugations for aller and faire (je
vais, je fais) will be printed out, cut out and taped around the room on the walls, etc. Students will go around
the room and fill in their tables with the conjugations and return to their seats.

Estimated time: 15 min.


TEKS COVERED
114.40. Level II, Novice High to Intermediate Low Proficiency (One Credit), Adopted 2014.
(c) Knowledge and skills
(2) Interpretive communication: reading and listening. The student comprehends simple connected
statements from culturally authentic print, digital, audio, and audiovisual materials as appropriate within
contextualized situations and sources. The student uses the interpretive mode in communication with
appropriate and applicable grammatical structures and processes at the specified proficiency levels. The
student is expected to:
(C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual
materials; and
What are you, the teacher, doing? What are your students doing?

I will direct the construction of the foldable and how My students will be making foldables for adjective
students will put their information inside it. Then, I will comparison and filling out a conjugation table for
direct students on creating aller/faire conjugation tables aller and faire.
and instruct them to fill in the tables using the words
around the room.

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Alyssa Morton

EXPLANATION: Student explanations should precede introduction of terms or explanations by the


teacher. The learner explains the discoveries, processes, and concepts that have been learned through
explanation. The teacher supplies resources, feedback, vocabulary, and clarifies misconceptions. List higher
order thinking questions that teachers will use to solicit student explanations and help them to justify their
explanations.

The conjugations for aller and faire will be shown to the students so that they can check for accuracy. The boot
shape formed by the irregular conjugations of aller will be pointed out.

So that students can see the verbs in action, two slides with 3 questions each (multiple choice) will be shown.
The sentences will make a short story about preparing a cake. After each section of questions, the answers will
be shown and a short explanation will be requested of the students.

Estimated time: 15 min.


TEKS COVERED
114.40. Level II, Novice High to Intermediate Low Proficiency (One Credit), Adopted 2014.
(c) Knowledge and skills
(2) Interpretive communication: reading and listening. The student comprehends simple
connected statements from culturally authentic print, digital, audio, and audiovisual materials as
appropriate within contextualized situations and sources. The student uses the interpretive mode
in communication with appropriate and applicable grammatical structures and processes at the
specified proficiency levels. The student is expected to:
(C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and
audiovisual materials; and
What are you, the teacher doing? What are your students doing?

I will be guiding students on how to complete their Students will be verifying that they have the
activities. correct conjugations and they will be using them to
answer questions.

ELABORATION: The next stage of the model serves to help students elaborate on their
understanding. They are given opportunities to apply the concept in unique situations, or they are given
related ideas to explore and explain using the information and experiences they have accumulated so far.
Interaction between the students is essential during the elaboration stage. In collaboration with others,
students can construct a deeper understanding of the concepts. Elaboration can lead to new inquiry.

Students will see two photographs of places in France (a glacier and a science museum) and will have to
write 3 sentences about those places: one with aller, one with an adjective comparison and one with faire. A
model reponse will be shown about a church. After each photograph, students will be invited to write their
sentences on the board.

Students will see a slide containing pictures of the Cathedral of Notre-Dame and will be asked to identify
them. Then, students will make a class-wide mind map about the Hunchback of Notre Dame, compiling all
they know about the characters, author and plot.

Students will listen to a song in French from the Disney production of the Hunchback of Notre Dame,
Charivari (Topsy-Turvy), which is about 5 minutes long. If there is time, they will listen to it first to listen to it
and second to fill in missing verbs. If not, they will try to fill in the verbs while following along with the song.
In either case, the worksheet has a word bank, so they can use logic to fill in the blanks if need be.
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Alyssa Morton

Estimated time: 35 min.


TEKS COVERED
114.40. Level II, Novice High to Intermediate Low Proficiency (One Credit), Adopted 2014.
(c) Knowledge and skills
(2) Interpretive communication: reading and listening. The student comprehends simple connected
statements from culturally authentic print, digital, audio, and audiovisual materials as appropriate
within contextualized situations and sources. The student uses the interpretive mode in
communication with appropriate and applicable grammatical structures and processes at the specified
proficiency levels. The student is expected to:
(A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual
materials in everyday contexts;
(C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and
audiovisual materials; and
(D) identify cultural practices from authentic print, digital, audio, and audiovisual materials.
What are you, the teacher doing? What are your students doing?

I will be directing the photograph activity and Notre- Students will be writing 6 sentences using the
Dame de Paris mindmap, as well as playing the video and structures/words they have learned, completing
helping students fill out the lyrics. a mindmap about Notre-Dame de Paris and filling
out missing words in lyrics to a song from the
movie.

EVALUATION: The penultimate stage is an on-going process by both instructor and learner to
check for understanding. Rubrics, checklists, teacher interviews, portfolios, problem-based learning
outputs, and embedded assessments. Results are used to evaluate and modify further instructional
needs. Evaluation should be embedded throughout the lesson as well as at the end of the lesson in a variety
of ways. Ask, how will students demonstrate that they have achieved the lesson objective?

I will watch their faces and assess if they look confused and need more explanation. There are several
informal exercises for students to practice putting together their knowledge.

Estimated time: 83 min.


TEKS COVERED
114.40. Level II, Novice High to Intermediate Low Proficiency (One Credit), Adopted 2014.
(c) Knowledge and skills
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the
spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of
contexts. The student uses a mixture of short statements and sentences with appropriate and applicable
grammar structures and processes at the specified proficiency levels. The student is expected to:

(A) ask and respond to questions about everyday life with simple elaboration in spoken and written
conversation;
What are you, the teacher doing? What are your students doing?

I will be paying closer attention to how students are Students will be doing their best on their
responding to the material. activities.

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Alyssa Morton

EXIT STRATEGY: The final stage is lesson closure, an important cognitive process that each student
must go through to wrap up learning. Closure activities, some of which are short - less than a minute - and
some a little longer, provide the learner with an opportunity to recap the new or reviewed knowledge that
he or she has acquired, thus meeting the lesson objective. Ask students to summarize, review a
partner, create an image, or circle back to the opening to effectively solidify their learning.

Students will do another example of the photograph description activity, this time about the city of Annecy.

Estimated time: 8 min.


TEKS COVERED

114.40. Level II, Novice High to Intermediate Low Proficiency (One Credit), Adopted 2014.
(c) Knowledge and skills
(2) Interpretive communication: reading and listening. The student comprehends simple connected
statements from culturally authentic print, digital, audio, and audiovisual materials as appropriate within
contextualized situations and sources. The student uses the interpretive mode in communication with
appropriate and applicable grammatical structures and processes at the specified proficiency levels. The
student is expected to:

(A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials
in everyday contexts;
What are you, the teacher doing? What are your students doing?

I will be cleaning up. My students will repeat their photograph activity


with a new photograph.

Self-Assessment
Review the holistic rubric to assess your work.

My grade: Review the Rubric


Justify/Explain your grade. Be specific. I keep my activities student-centered and
scaffolded as best I can.
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