Criter

ia

UTL640 Potter
Amy Toulouse
Austin High School- Austin I. S. D
Lesson 8 of 9

SelfEvaluation

A.

B.

C.

D.

Total

Comment:

13

Student Teacher Amanda Juarez

Submitted Date / Time: 11/22/2016
Teach Date / Time: 11/28/2016
Subject / Level: French I
Materials: Pencils, Pens, Laptop, Projector, Prezi, Paper, Crayons, Color
Pencils, Markers, Picture of 18th Century Family Portrait, Picture of Haitian
Painting of Family
Three Part Lesson objective(s):
The students will create a foldable with the different conjugations of avoir along with
sample sentences and drawings.
Given a painting of an 18th Century French family and a painting of a Haitian family the
students will analyze the paintings in groups using a Venn Diagram and then create a
drawing that represents family life in their communities.
Stated Objective: Today were going to be learning about the verb avoir and different
ways we can use it!

The Student Can Statements Include as many of the 5Cs below as possible.
Communication
Interpretive: The students are analyzing an 18th Century French family and a
painting of a Haitian family.
Interpersonal: The students will present their drawings in pairs.
Presentational:
Culture: The students will describe and analyze the two paintings a French family and a Haitian Family.
Connections: The students are receiving information through analyzing art.
Comparisons: The students will create a drawing the will represent family life in their communities.
Communities:

The 5Es Plus 1 Lesson Sequence

ENGAGEMENT: The teacher will display a picture of her mom and dad. She will
then describe them sister by saying their name and age. In pairs, the students will ask if
they have any brother or sisters. After, the students will work in pairs to describe their
families. The students will provide names and ages of their siblings.

Estimated time: 5 Minutes

TEKS COVERED

114.22

UTL640 Potter
First Name LAST NAME

(c) Knowledge and skills.

(1) Communication. The student communicates in a language other than English
using the skills of listening, speaking, reading, and writing. The student is
expected to:
(A) engage in oral and written exchanges of learned material to socialize and to
provide and obtain information;(B) demonstrate understanding of simple, clearly
spoken, and written language such as simple stories, high-frequency commands,
and brief instructions when dealing with familiar topics; and (C) present
information using familiar words, phrases, and sentences to listeners and
readers.
What are you, the teacher, doing?
- The teacher is projecting a photo of her
family as the students walk into the classroom.
-The teacher is presenting her family to the
students using the new vocabulary words.
-The teacher is asking the students to find a
partner.
-The teacher is checking to see each student
has a partner before starting the engagement
activity.
-The teacher is walking around the classroom
listening for student participation and correct
use of vocabulary words.
-The teacher will ask the students questions
about their partners.

What are your students doing?

What are your students doing?
- The students are working in pairs to
describe their families.
-The students are recording the
information given by their partner in
chart.

EXPLORATION:
The students will create a foldable on the different conjugation endings of the verb avoir.
The will add sample sentences and drawing to complement each ending.

The students will quickly write as many adjectives as they can in 1 minute to describe a
painting of a French family by Louis Leopold and a painting of a Haitian Family by Andre
Normil. The students will then share their adjectives with their partners to see if they
have written down similar answers. teacher will provide questions for the students as
they analyze the culture importance of the items in the paintings, such as the location,
any text, clothing, a custom or tradition being represented, and the size of the families
in each portrait.
Estimated time: 5-10 minutes

UTL640 Potter
First Name LAST NAME

TEKS COVERED
114.22

(c) Knowledge and skills.

(3) Connections. The student uses the language to make connections with other subject areas and to
acquire information. The student is expected to:
(A) use resources (that may include technology) in the language and cultures being studied to gain
access to information

What are you, the teacher, doing?

-The teacher is projecting both French and
Haitian paintings of the family.

What are your students doing?

-The students are using adjectives to
describe the paintings.
-The students are looking for the
location, size of family, and custom
being portrayed in both paintings,
(including any items of cultural
significance).
-The students are working in groups to
see if they wrote down similar answers.

Stated Objective: If you have not stated your objective be sure you do so before you
begin this section.

EXPLANATION:
The students will use their foldables to practice conjugating the verb avoir in 10
sentences from Francais Interactif.
The students will be asked to identify the location, the family size, and the tradition or
custom that is being represented in the photo. The students will then discuss in groups
the cultural differences and commonalities in both drawings using their Venn Diagrams.
Estimated time: 15 minutes
TEKS COVERED
114.22
(c) Knowledge and skills
(4) Comparisons. The student develops insight into the nature of language and culture
by comparing the student's own language and culture to another. The student is
expected to:(B) demonstrate an understanding of the concept of culture through
comparisons of the student's own culture and the cultures studied; and
What are you, the teacher doing?
-The teacher is facilitating a student lead
discussion.
-The teacher is providing questions to assist
students without revealing any information.
-The teacher is walking around the classroom
checking for student comprehension and
progress.

What are your students doing?

-The students are working in groups of 4
to fill out a Venn diagram comparing and
contrasting the size of the families from
both portraits and similarities and
differences in customs.

UTL640 Potter
First Name LAST NAME

ELABORATION: The students will create their own drawings that represent
family life in their communities. The students must include a location, a family, and a
tradition or custom that takes place in their community. The students will be given a
rubric and the teacher will provide a model drawing of family life in her community for
the students to look at. After the drawing is complete the students will write one or two
sentences about where the family is, the family size, and what custom or tradition is
taking place in French.
Estimated time: 15 minutes
TEKS COVERED
114.22 Knowledge and Skills
(1) Communication. The student communicates in a language other than English using
the skills of listening, speaking, reading, and writing. The student is expected to:
(C) present information using familiar words, phrases, and sentences to listeners and
readers.
(2) Cultures. The student gains knowledge and understanding of other cultures. The
student is expected to:
(A) demonstrate an understanding of the practices (what people do) and how they are
related to the perspectives (how people perceive things) of the cultures studied; and(B)
demonstrate an understanding of the products (what people create) and how they are
related to the perspectives (how people perceive things) of the cultures studied.
(4) Comparisons. The student develops insight into the nature of language and culture
by comparing the student's own language and culture to another. The student is
expected to:
B) demonstrate an understanding of the concept of culture through comparisons of the
student's own culture and the cultures studied; and
What are you, the teacher doing?
-The teacher is modeling her drawing to the
students.
-The teacher is giving step by step instructions.
-The teacher is reviewing the rubric with the
students.
-The teacher is walking around to make sure
students are on task.

What are your students doing?

-The students are drawing a portrait that
represents family life in their
communities.
-The students are self-assessing their
peers drawing with the provided rubric.

EVALUATION: The teacher will walk around the classroom checking for student
participation. The teacher will continuously check for lingering questions, comments, or
confusion before proceeding each activity.
Estimated time: On going
TEKS COVERED
114.22

(1) Communication. The student communicates in a language other than English using the skills of
listening, speaking, reading, and writing. The student is expected to:
(A) engage in oral and written exchanges of learned material to socialize and to provide and obtain
information;
(B) demonstrate understanding of simple, clearly spoken, and written language such as simple stories,
4

UTL640 Potter
First Name LAST NAME

high-frequency commands, and brief instructions when dealing with familiar topics; and
(C) present information using familiar words, phrases, and sentences to listeners and readers.
What are you, the teacher doing?
-The teacher will be checking for student
participation and progress.
-The teacher will provide questions to assess
student understanding of the material.
-The teacher will walk around the classroom
asking questions and listening for correct use
of vocabulary words.

What are your students doing?

- The students are asking and answering
questions about la famille.
-The students are self-assessing their
drawings with a rubric.
-The students must fill in charts with
information given by their peers during
the presentations.

EXIT STRATEGY: Before leaving the classroom the students will share their
drawing and their sentences with two partners.
Estimated time: 5 minutes
TEKS COVERED
114.22

(1) Communication. The student communicates in a language other than English using the skills of
listening, speaking, reading, and writing. The student is expected to:
(A) engage in oral and written exchanges of learned material to socialize and to provide and obtain
information;
(B) demonstrate understanding of simple, clearly spoken, and written language such as simple stories,
high-frequency commands, and brief instructions when dealing with familiar topics; and
(C) present information using familiar words, phrases, and sentences to listeners and readers.
What are you, the teacher doing?
-The teacher is walking around the classroom
listening for correct use of vocabulary words.
-The teacher will be checking for student
participation and progress.
-The teacher is checking for student
understanding.

What are your students doing?

-The students are working pairs
presenting their drawings and reading
aloud the sentence that represents the
significance of their drawing.