UTL 640 Potter

Amy Toulouse
S. F. Austin High School/ Austin Independent School District
Lesson 4 of 9

Student Teacher: Amanda Juarez

Submitted Date / Time: 10/26/ 2016
Teach Date / Time: 10/28/2016
Subject / Level: French II
Materials: Pens, Pencils, Crayons, Highlighters, Markers, Laptop, Google
Slides, Projector, Video of La Routine dAudrey, La Routine dAudrey
Video Handout, (30) Manilla Folders, (1) Teachers Model Timeline, (30) Ma
Routine Activity Rubric, Sticks With Students Names, (30) le
Vocabulaire Handout, (30) Reflexive Verb Guide Handout, (30) Exit Ticket
Handout
Three Part Lesson objective(s): Given a set of new vocabulary words on reflexive
verbs, the students will be able to identify, write, and speak their daily routine by using
reflexive verbs in the past.

Stated Objective: How many of you have a routine in the morning you must
absolutely follow? Well today youre going to be able to tell everyone your routine just
like Audrey!

The Student Can Statements Include as many of the 5Cs below as possible.
Communication
Interpretive: Individually, student will draw a picture for each
phrase they use to describe their routine to demonstrate a clear
understanding of the vocabulary. In pairs, students will act out the
phases of their routine, while their partner must say aloud and write
what the phrase is in French.
Interpersonal: In partners, the students will be able to express an
identify their routines using reflexive verbs in the past.
Communities: The students will take home and read their routine to their parents.

The 5Es Plus 1 Lesson Sequence

ENGAGEMENT: The teacher will play a video from Francais Interactif called
La Routine dAudrey. Audrey, is a little French girl who talks about her daily routine.
Using the video, the students will underline or highlight the reflexive verbs in the past
from the vocabulary list that they hear Audrey use. In pairs, students will then
compare the answers they received. Once again, the students will watch the video and
number the chronological order of the phrases used in Audreys routine. The students
will then share with their partners their responses. Then as a class the students will

UTL640 Potter
First Name LAST NAME

recite the order of the events to the teacher.

Dialogue:
-Bonjour classe! Ca va, aujourdhui?
- Bon, aujourdhui on va pratiquer les verbes rflexifs au pass avec notre amie
Audrey!
-Est-ce que vous connaissez Audrey?
-Faites attention parce que vous avez un quiz la prochain fois!
-Regardez la vido et soulignez les phrases que vous coutes.
-Cest clair? Des Questions? On y va!
(The teacher starts the video)
(Video finishes)
Audrey est trs mignonne, nest-ce pas?
-Maintenant, on va regarder la vido encore une fois. Mettez les phrases dans lordre
chronologique. Cest clair? Des questions? On y va!
(plays video one more time)
-Donc, avec un partenaire partagez votre reponse! Par exemple, tudiant va dire
Numero un, Audrey sest leve! Etudiant 2 va dire: Deux, Audrey sest couche. Des
question? Des commentaire? Allez-y!
- Quelle est la rponse pour numro un? Deux? Trois? Quatre? Cinq? Six? Sept? Huit?
Neuf? Dix?
Transition Phrase: Trs bien classe! Maintenant on va continuer avec un petit
revision de les verbes rflexifs au pass!
Estimated time: 5-7 minutes
TEKS COVERED
114.22
(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?

What are your students doing?

> The teacher is greeting the class.

>The teacher is instructing students to
highlight or underline the reflexive verbs
used in the video La Routine.
>The teacher plays the video La Routine
for the class.
>The teacher is asking students to compare

> The students are watching and

listening to the
video La Routine.
> The students are underlining or
highlighting the phrases that are used
in Audreys routine.
>The students will compare their
answers in partners.

UTL640 Potter
First Name LAST NAME

their answers.
>The teacher replays the video once more,
so that the students can place the events in
chronological order.
>The teacher asks the class to read aloud the
answers.
>The teacher is pacing around the classroom
while the students share their answers.
>The teacher is checking for comprehension.

>The students are watching the video

again while writing the order of the
events.
> The students will compare their
answers in partners.
>The students are reading their
answers in chronological order to the
teacher.

EXPLORATION:
The teacher will project a model that will include two events from her typical routine
using two reflexive verbs in the present tense. On the same model the teacher will
include two events that happened in the morning that was different from her typical
routine using two reflexive verbs in the past tense.
Using the vocabulary words, the students will write and draw a timeline of twelve
events that occur during their routine in the past using at least 8 unique reflexive
verbs. They will be given the option to write their regular routine or write a routine if
they were a celebrity.
Estimated time: 15 minutes
TEKS COVERED:
114.22
(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 giving the directions to the
students.
>The teacher is asking students if they have
questions or comments on the assignment or
relative material.
>The teacher is walking around the
classroom checking for student participation
and understanding.

What are your students doing?

>The students are individually writing
their routine in the past using the
vocabulary words.
>The students are drawing out the
phrases they used to describe their
routine to demonstrate student
comprehension of verbs.

UTL640 Potter
First Name LAST NAME

Stated Objective: How many of you have a routine in the morning you must
absolutely follow? Well today youre going to be able to tell everyone your routine
using the pass compose!

EXPLANATION:
Before reviewing the structure of pronominal verbs in the past, the teacher will read
aloud reflexive verbs from the list of vocabulary as the students repeat the words.
Then, the teacher will provide a model time line of her routine. Using the model, the
teacher will review the structure of using reflexive verbs in the past by facilitating a
student lead discussion. The teacher will ask questions and have the student discuss in
pairs what patterns they find and why the verbs the teacher uses have an extra e at
the end. After, teacher will ask the students as a class to share their findings. The goal
is for the students to identify etre as the auxiliary needed to construct reflexive verbs
in the past and to identify the gender agreement.
Estimated time: 10 minutes
TEKS COVERED
114.22
(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 asking students question
based off the model routine provided to the
students.
>The teacher will ask the students to look for
patterns.
>The teacher is asking why the phrases she
used have a e at the end.
>The teacher is reading aloud the sentences
from the model to the students.
>The teacher is asking the students to work
in partners to find patterns in the sentences
used in her routine.

What are your students doing?

>The students are working in pairs to
analyze and find patterns in the
sentences used in the teachers model
routine.
> The students are explaining to the
teacher the patterns they found.
>The students are explaining to the
teacher the gender agreement needed
for the model routine.

ELABORATION:
In pairs, the students will take turns acting out the phases of their routine in
chronological order while their partner must guess and write down the correct
answers.

UTL640 Potter
First Name LAST NAME

Estimated time: 15 minutes

TEKS COVERED
114.22
(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?
What are your students doing?
>The teacher is reading the directions to the
>In partners, students are taking turns
students.
acting out the phases of their routine.
>The teacher is pacing the classroom
>The students who are not acting will
watching students perform and guess.
guess and write down the phrases of
>The teacher is listening to students
their routine.
responses and checking for participation.

EVALUATION: The teacher will be walking around the classroom to check for
student comprehension and appropriate use of the LOTE during individual and group
work. The teacher will be asking the students if they have questions or comments
throughout the lesson.
Estimated time: On going
TEKS COVERED
114.22
(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?
What are your students doing?
>The teacher is walking around the
>The students are reading their
classroom listening for student
answers in chronological order to the
comprehension and correct use of pronominal teacher.
verbs in the past.
> The students are explaining to the
>The teacher is writing down problem areas
teacher the patterns they found.
(if any).
>The students are explaining to the

UTL640 Potter
First Name LAST NAME

>The teacher is asking the students

questions.

teacher the gender agreement needed

for the model routine.
>In partners, students are taking turns
acting out the phases of their routine.
>The students who are not acting will
guess and write down the phrases of
their routine.

EXIT STRATEGY: The teacher will act out three reflexive verbs from the
vocabulary list. Then, the students write down in complete phrases what the teacher
did using the reflexive verbs in the past. Before the students leave the classroom the
students will leave their exit tickets in the Coca Cola box. The teacher will ask students
to present their timelines to their parents when they get home.
Estimated time: 5
TEKS COVERED
114.22
(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?
What are your students doing?
>The teacher is acting out three different
>The students are writing down the
verbs from the vocabulary list.
three reflexive verbs the teacher is
>The teacher will act the verbs se brosser
acting out using the past tense.
les dents, se laver les cheveux and se
maquiller.