Your committee members will review and evaluate your performance on this task using Standard 1: The teacher

demonstrates applied content

knowledge and Standard 2: The teacher designs and plans instruction.

Component I: Classroom Teaching

Task A-2: Lesson Plan
Intern Name: Molly Davis Date: 11- 18 -14 Cycle: Fall 2014

# of Students: 18 Age/Grade Level: FR 101 University of Kentucky Content Area: French

Unit Title: Qu’est-ce que tu as fait en ville? (Le passé compose) Lesson Title: What did you do last weekend?
Lesson Alignment to Unit
Respond to the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.

Students will be able to talk about events in the past, such as what they did last weekend using “avoir.” Today they will identify which verbs take the
auxiliary verb “être” in the past tense. These are verbs of movement. Students will compare past tense forms to present forms they already know. Students
will be able to identify in what cases there should be subject-verb agreement.

Students will further compare the differences between the verbs that take “être” or “avoir,” mainly that verbs, which take “être”, require subject-verb
agreement. Students will learning high-frequency words in this lesson such as “aller” to go or “arriver” to arrive which will certainly be necessary in the
real-world to express sentiments such as “I went” or “I arrived.”

b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.

ACTFL 3: Language Acquisition Theories and Instructional Practices

Class is structured completely in the L2 to demonstrate vocabulary and concepts to students. Students make meaning through use of parallel
information by the teacher such as engaging images, pantomime, and use of cognates. Students reviewed information in a meaningful context by asking one
another what they did last weekend. Students negotiate meaning through comprehension checks by the teacher, as well as intentional comparisons of new
and old structures (present and past forms). Students implicitly learn subject-verb agreement through demonstration and comparison.

KTS 2: The Teacher Designs and Plans Instruction

I created the PowerPoint used in this lesson. After reflection on the concepts of the passé composé I structured today’s lesson to best demonstrate new
and old forms.

c) Describe students’ prior knowledge or focus of the previous learning.

Entering the last two weeks of the semester, the majority of the class has easily reached our course goal of novice-mid on the ACTFL scale. I am still
 trying to bring the few students who have not reached this goal up to that level, while encouraging students who have already reached this level to exceed
our original goals and reach novice-high in all areas.

Students’ prior experience with material includes Chapters 1 – 5 of our textbook in which students have learned to describe themselves, their families,
and the things they like to do. They have learned to talk about their majors, interests, families, and can also talk about the weather and seasons. We just
finished Chapter 5, a unit about food and eating habits. The students have a fairly strong grasp on major chunks of vocabulary. I have tried to intentionally
recycle all of our vocabulary this semester, so that students were able to leave 101 with confidence that they have actually learned to express themselves in
simple ways in French this semester. Though there is some repetition I am pleased with the reasonable amount of vocabulary my students not only “know”
in an explicit sense, but also are able to use communicatively each day during class exercises.

During this final unit, I am continuing to recycle material from throughout the semester to reinforce this vocabulary from earlier in the semester. I also
want to ease students into using the passé composé by teaching a new grammatical structure with old, well-known vocabulary.

d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.

The summative assessment for this particular unit is the Chapter 6 quiz. Students will be tested in the four areas of reading, speaking, writing, and
listening. This lesson will contribute to the material in the summative assessment by giving students the knowledge to talk about past events, as well as
things they saw in the “city” such as buildings or transportation.

e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting
instructional planning in this lesson of the unit.

To meet the diverse needs of my learners, I find that it is best for them to begin practicing the vocabulary and new structures in small groups before
they present in front of the class. My classroom is set up in a semi-circle and we tend to stand up and complete activities in the middle of the room. This is
a low-pressure situation because the students are used to completing activities in this way. Everyone is up, moving around, and speaking so no one feels
singled out. Once the students are able to practice out of the spotlight, they are much more willing to answer in front of the entire class.

In this particular lesson, I will lessen the pressure of having to write the correct answer on the board by checking individual student answers at their
desks. At the end of the class when students will come to the board and write their responses I will ask for volunteers.

f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge):
!!!!!!!!!!!!!!
!!!!!!!!!!!!!Yesterday the students very quickly caught on to how to form the past participle of –er, -ir, -re, and a few irregular verbs. From their written
assessments in class I could see that about 80% consistently wrote the correct past participle and form of avoir by the end of class yesterday. I used the
same written assessment structure today to expand upon the simplest foundation of the passé composé we established yesterday.

I will trigger knowledge from yesterday’s class by reviewing activities in the past tense in the speaking activity. The activities are also recycled
 vocabulary from earlier in the semester. I will also draw attention to subject-verb agreement using être, by using previous sentences that also required
agreement with this verb from earlier in the semester such as “She is blonde” – “Elle est blonde” requires agreement, as well.

Lesson Objectives/ Assessment Instructional Strategy/Activity

Learning Targets

Objective/target: Assessment description: Strategy/Activity:

Students can tell one another what they did I will rotate around the room and see how many Students will participate in an activity where they ask one
last weekend using the passé composé. people in the class are using forms correctly and another what they did last weekend.
who still needs help.
Activity Adaptations:
Assessment Accommodations: If students are not able to complete the activity we will
For students having difficulty remembering what review how to form this tense in different contexts.
we learned yesterday, I will ask a student who is
doing well to help explain the activity to them. Media/technologies/resources:
PowerPoint will be used during activities.
Assessment description: Strategy/Activity:
Objective/target: I will collect written activities and rotate around Students will complete sentences featured on the
Students will be able to write verbs that the room as they write to observe their progress. PowerPoint to test their ability to form structures in the past
take être in the past, beginning to notice tense.
during reading activities, and sometimes Assessment Accommodations:
correctly forming subject-verb agreement For the speaking activity, I will have to approach Activity Adaptations:
in written form. students, but actually be listening to students a few If students are not succeeding individually, I will have
feet away for the few students who have anxiety students discuss the material with their partner and then as a
about speaking in front of me when they first learn class.
a structure.
Media/technologies/resources:
PowerPoint will be used during activities.

Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)

8:00 Greet class as they come in. How are you doing? What did you do last night? What day of the week is it? What is the date today?

Bonjour! Comment allez-vous ?

Qu’est-ce que tu as fait hier ? Quel est le jour aujourd’hui ? Quelle est la date aujourd’hui ?
8:03 Lets review places from yesterday. Have a different student read each slide, then have the entire class repeat. I will recast the sentence to the initial
student if there are major problems before the class repeats the vocabulary words.
 Nous allons faire une petite revue des endroits que vous avez appris hier. Qui pouvait lire la phrase ici ? Répétez s’il vous plaît !
8:15 Speaking activity. Demonstrate as partner A that I will ask what did you do this weekend? Then jump across from myself to be partner B and
respond, this weekend I went shopping. Activities and places are color-coded accordingly. Then demonstrate this activity with a student as my
partner. Finally, ask two students to demonstrate the conversation for the class. Have the entire class stand up and speak to at least 4 other students.

À parler: Trouvez une partenaire.

Si je suis partenaire A, je vais demander, qu’est-ce que tu as fait ce week-end ? Puis, si je suis partenaire B, je vais répondre, ce week-end j’ai
mangé au restaurant. Puis comme partenaire B, je vais demander qu’est–ce que tu as fait ce weekend ? Et partenaire A vas répondre, ce week-end
j’ai étudié à la bibliothèque. Est-ce qu’il y a deux étudiants qui pouvait démontrer ?
Levez-vous ! Parlez avec 4 personnes différentes.
8:22 New sentences fill in the blank for the past participle. Have students complete a writing activity by putting up sentences on the PowerPoint with
blanks, and then traveling around the room to check if their written responses are right or wrong.

Écrivez s’il vous plaît le participe passé dans l’espace vide…

J’ai ________ à l’église (chanter)
Tu as _________ à la discothèque (danser)
Nous avons __________ au foot (jouer)..... (le reste sur le PPT)
8:30 Now that we have reviewed the passé composé using the auxiliary verb avoir, we will now switch gears and learn in what cases we use the auxillary
verb être to form the passé composé. Tell them we will now form the past tense in another manner, with another verb. What verb will we be using?
Put up sentences on the board they will recognize with blanks for the verb être to help them remember these conjugations. Call on individual
students for the answers. She ____ blonde. He ____ blonde. I ____ a brunette. We _____ Americans. You all ____ nice. They ____ happy. Once
students have used “to be” correctly in different contexts, explain that we are going to learn which verbs take “to be” instead of “to have” as the
auxillary verb in the past tense.

Je vous ai dit hier qu’on peut utilise « avoir » pour formuler le passé composé. Mais, il y a une deuxième manière d’écrire le passé composé pour
quelques verbes. Alors pas avoir, mais avec quel verbe ? - Être ! Souvenez-vous les conjugaisons d’être ?
Elle _____ blonde.
Il ___ blond.
Je _____ brun(e).
Nous ______ américains...

Pour les directions de mouvement (écrire sur le tableau le mot « mouvement » et puis une liste des verbes pour démontrer – entrer, partir, sortir)
nous utilisons « être ».
Par exemple :
Je suis entrée dans la salle de classe. (Entre la salle)
Je suis tombée.
Je suis partie ! (Au Revoir, et quitte la salle)

Tous ces mots sont dans le passé, mais on utilise «être » pas « avoir. »
8:37 Teach new set of verbs – those that use “to be” in the perfect tense. Verbs that take “to be” are verbs of direction. Go through vocabulary list with
 images and have students repeat the words. To be born, to return, to go, to die, etc.

Alors, regardez ces autres mots qui utilisent être :

Répétez s’il vous plait – naître, retourner, aller, etc. (sur le PPT.)
8:45 How do I form the passé composé? **Using interactive PowerPoint with animation >> answers appear on board in accordance with area of passé
compose we are discussing** How do we form the passé composé? 1. Subject: Je, tu, il, elle, nous, vous, ils. 2. Conjugation of être in the present. 3.
Past participle. With –er verbs, drop the –er and add é. Give them –er verbs to practice on their own after we learn this form. Put regarder on the
board. How do I form the past participle? Bye, -er! Add é. Can someone come to the board and demonstrate? Now, everyone write the past participle
of danser on a sheet of paper. Circulate around the room and see if they have the correct form. Then say, if I ask the question did you dance? What
would the response be? If I ask the question did you talk? What would the response be?

With –ir verbs, drop the r. With –re verbs, drop the –re and add a u. Give them more verbs on the board to practice as we learn each conjugation.

Comment est-ce qu’on formule le passé composé ?

Je commence avec quoi ? Un sujet ? Quels sont mes sujets ? (Point à moi-même (je), directement à une personne (tu)) Volontaires ? (Je, tu, il, elle,
on, nous, vous, ils, elles). Très bien. Puis qui se souvient la deuxième partie de formuler le passé composé ? Conjugaison de quel verbe ? (Attend
pour une réponse d’un étudiant) Avoir ou être ? Oui ! Ici c’est être. Qui peut me donner les conjugaisons d’être ? (Mettez sur le tableau aussi).
Finalement, la troisième partie et le participe passé. Comment je formule ça ?

J’ai besoin de quel qu’un qui pouvait venir au tableau pour expliquer…

-er verbes :
Si l’étudiant explique bien, dit oui ! Si non, demande un autre étudiant.
Au Revoir, -er ! Et puis, ajoutez un é !

-ir verbes :
Si l’étudiant explique bien, dit oui ! Si non, demande un autre étudiant.
Au Revoir, -r !

-re verbes :
Si l’étudiant explique bien, dit oui ! Si non, demande un autre étudiant.
Au Revoir, -re ! Et puis, ajoutez un u !

Alors les participes passés reste la même ( = )...mais on doit savoir si nous utilisons « avoir » ou « être. »
8:50 But what do we notice here that is different from avoir? Why is there an extra “e”? More importantly, WHEN is there an extra “e”? When is there an
“s”? Why might that be?

Verbs that take être in the passé composé require subject verb agreement – adding an “e” if the subject is feminine and adding an “s” if the subject is
plural. Demonstrate this concept by having students “notice” the different conjugations on the chart. Then give them more sentences to compare and
demonstrate.
 Mais, regardez ces conjugaisons. Pourquoi est-il un « e » après ? Pourquoi un « s » ? Qu’est-ce que tu remarques ?

Écrivez sur le tableau...

Je suis devenue actrice. C’est un homme ou une femme ? Pourquoi ?
Elle est morte. C’est un homme ou une femme ? Pourquoi ?
Je suis venu(e) hier. Qui peut lire cette phrase ?
Beatriz : Je suis venu(e) hier, avec un « e » ou pas ? Oui, avec un e.
Tre : Je suis venu(e) hier. Avec un « e » ou pas ? Non, parce qu’il est un homme.
Elle est née en 1989. C’est un homme ou une femme ? Pourquoi ?

Écrivez au tableau :
Exemples -
Dennis est tombé.
Gentille est tombée. - Pourquoi ? (Féminin)

Mike est descendu de l’escalier.

Valérie est descendue de l’escalier. - Pourquoi ? (Féminin)

Ils sont arrivés. Pourquoi ? (Pluriel)

Elles sont arrivées. - Pourquoi ? (Pluriel et féminin)

Nous sommes _____________ (venir)

Ils sont _______________ (retourner)
Elles sont _____________ (aller)
Il est ______________ (sortir)
Elle est ______________ (mourir)

Qui peut finir ces phrases ?

Venez au tableau !
8:58 Homework – Write a paragraph telling me what you did last weekend in the passé composé – no less than 10 verbs. (Use avoir or être)
Bonjour tout
le monde
c’est mardi
le 18 novembre
Learning Objectives
!  I can talk about what I did last weekend
!  I can talk about past events using verbs of
direction/movement
Les endroits
j’ai fait du shopping…au centre-ville
Au centre-ville, j’ai vu…des bâtiments
j’ai fait du shopping…au magasin
j’ai fait des courses…au supermarché
j’ai mangé…au café
j’ai mangé…au restaurant
j’ai visité…un musée
j’ai regardé un film…au cinéma
j’ai dansé…à la boîte de nuit
j’ai envoyé une lettre…au bureau de poste
j’ai étudié…à l’université
j’ai travaillé…au bureau
j’ai vu une pièce…au théâtre
J’ai chanté…à l’église
 TROUVEZ UNE PARTENAIRE
!  A: Qu’est-ce que tu as fait ce week-end?
!  B: Ce week-end, j’ai mangé au restaurant.
au centre-ville
faire du shopping au magasin
faire des courses au supermarché
manger au café
visiter au restaurant
regarder un film un musée
danser au cinéma
envoyer une lettre à la boîte de nuit
étudier au bureau de poste
travailler à l’université
rester au bureau
voir une pièce à la maison
chanter au théatre
à l’église
CHANTER
J’ai _____ à
l’église
 DANSER
Tu as _____
à la
discothèque
 JOUER
Nous avons
______ au foot
au stage
 FINIR
Vous avez ______
vos devoirs à
l’université
 CHOISIR
Tu as _______
un big-mac au
restaurant
Mac-do
 PERDRE
J’ai _______
mon chien
au parc
 RENDRE
Elle a ______
visite à son ami
à sa maison
 FAIRE
Qu’est-ce que
tu as _____ ce
week-end?
 VOIR
Nous avons ____
le film au
cinéma.
 Quel
verbe?
Elle ____
blonde.
Il ____
blond.
Je ____
brune.
Nous ______
américains.
Vous _____
gentils.
 Ils ____
contents.
naître
retourner
aller
venir
sortir
entrer
rentrer
arriver
rester
n er
e n re
tomber
mourir
Comment est-ce qu’on -er
-ir
formule le passé composé? -re

1. SUJET 2. être 3. PARTICIPE PASSÉ

j’ suis retourné(e) sorti(e) descendu(e)
tu es retourné(e) sorti(e) descendu(e)
il est retourné sorti descendu
elle est retournée sortie descendue
on est retourné(e) sorti(e) descendu(e)
nous sommes retourné(e)s sorti(e)s descendu(e)s
vous êtes retourné(e)s sorti(e)s descendu(e)s
ils sont retournés sortis descendus
elles sont retournées sorties descendues
 devenir

Je suis
devenue
actrice.
 mourir

Elle est morte.

 venir

Je suis venu(e)
hier.
 naître

Elle est née en

1989.
 DEVOIRS
Tell me what you did last weekend using
passé composé.

Write a paragraph – Use no less than 10

verbs