Tws V Instruction and Management Plan Standards 4 5 6

Part 5: Instruction Plan
Part 5.1 Lesson Plans

Part 5.2 Management Plan
Standards 4 5 6
Unit 5, Lavenir et les mtiers is divided up into 2 chapters. Part 1 deals with vocabulary from the office, the
future simple with quand and ds que (QFF), and the Roman-Photo cultural lesson about the bac test in France.
Part 2 is Professions, si clauses and the relative pronouns Qui et Que. Its a dense unit, quite high level and
difficult for students to relate to completely at their age, so my instruction plan is to pre-test in speaking,
listening, reading and writing the first 2 days and then jump right into the content with simple engaging lessons,
lots of authentic examples and practice with the material that will lead the students toward the post-tests and
massive growth.
Below is my tentative unit layout lessons are sandwiched between the pre and post tests and peppered with 7
days of intrusive Standardized testing, a week of Spring Break vacation, 1 holiday on April 7th, CCFLT, and
World Language Day. I will attempt to stick to the plan but understand that I will need to cut, move, adjust, and
re-plan as the weeks unfold.
Instruction Plan and Time line :
Unit 5 A and B : Lavenir et les mtiers
15 lessons
February 14th April 17th
4 pre-post-tests : Interview, CV, Cover Letter, Reading
Contexts: Vocabulary, at the office/professions
Culture: Roman Photo, le bac/je dmissionne
Structures : Quand FF, Si clauses, Relative pronouns Qui/Que

FRENCH 3, UNIT 5 Lavenir et les mtiers
(5A Au bureau/ 5B Les professions) pp 198 234
FEBRUARY, 2017
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
14 15 16 17 18
Pre-test in class on Pre-test in the lang.
computers lab Listening
Writing Speaking
READING (Interviewing,
Cover Letter, CV)
2 choices
of CV
19 20 21 22 23 24 25
PPT les mtiers Formative CCFLT
assessment: Posters No lesson
due/Gallery walk
26 27 28
no lesson My CV
PPT
CV of Alice
MARCH, 2017
1 2 3 4
Parent Teacher Google classroom
Conf. link w/ Alice
simple CVs
upload
Formative
assessment
5 6 7 8 9 10 11
Practice unit vocab Quand FF Grand CV DUE
p. 200 rpondez. Vista cahier de w/e QFF
PPT llve Roman P key
30 minutes on CV events unit
Grand CV expressions
translation
12 13 14 15 16 17 18
SPRING SPRING SPRING SPRING SPRING
BREAK BREAK BREAK BREAK BREAK
19 20 21 22 23 24 25
This Discuss which Personal cover
week: candidates (based letter due next
COVER on cover letters) Tuesday
LETTERS you would choose
for 3 job postings
Show them my
cover letter
26 27 28 29 30 31
This Flash Culture p 220 SONG QUIZ STATE TESTING STATE TESTING STATE TESTING
week: Devoirs: Cover A lcoute
Vocab Letter p. 227
review Grammar: Si
Si clauses Clauses
Quizlet Vocab 5A
and 5B
APRIL, 2017
1
2 3 4 5 6 7 8
Interviews FRIDAY POST-TEST POST-TEST NO SCHOOL
(practice) SCHEDULE Reading test Cover letter in
qui/que Watch Roman class
Photo on laptops WRITING
Explain cover letter Lesson : Que/Qui

test (review relative pronouns
corrections on and complex
Google Drive) sentences using
repost template on Fantme sentences.
Classroom
Devoirs: study for
lettre de motivation
9 10 11 12 13 14 15
This Warm up: Que/Qui PSAT AND SAT STATE TESTING STATE TESTING MONDAY
week: using yellow work TESTING 4th, 6th, 7th 1st, 3rd, 5th SCHEDULE
Interviews sheet in groups Practice Que/Qui UNC
(practice) and complex LANGUAGE DAY
sentences Last day teaching
French 2
16 17 18 19 20 21
POST-TEST Last day of
CV teaching French 1
and 3 (Finish
Fantme)
Please note: In conjunction with my Unit for the TWS, I am fortunate to be able to join the French 3 class as
they read Phantom of the Opera through the course of my teaching time in the classroom. However, I will not
include these Phantom lessons for my TWS as I did not choose this book, am not familiar with it, and students
will already be on chapter 10 of 19 when I take over teaching. Therefore, instruction of Phantom will be very
much a co-teaching model, as my mentor teacher and I plan together she will take the lead on the instruction
and activities for this book. I will feel more like a substitute teacher when it comes to delivering these lessons
and I dont mind that at all it will help me immensely as I will be burdened with my own Unit planning,
instruction, and assessment not to mention the daunting and looming TWS. In addition to the novel, students
will start every single class day with a song called Est-ce que tu maimes? by French-Congolese singer,
Maitre Gims. Again, as I did not choose this song I will not include it in my Unit lesson plans, but I am so
excited that I get to teach the students about the life of Maitre Gims (I happened to have grown up in the
Democratic Republic of the Congo, where the singer is from) and I am fascinated by his life and work. My
mentor teacher has created the most beautiful learning environment with the songs the students learn, hear,
practice, she has woven such a rich variety of authentic Francophone literature (Phantom) and music and culture
into her classroom and I am so grateful to have had this to incorporate into my heavy grammar-laden and
potentially flat lessons on the future and professions! With that said, below are the instructional and assessment
strategies that I will use not only in my Unit, but with the reading of Phantom and the French song Est-ce que tu
maimes?:
Instructional strategies:
Modeling: modeling reading and vocabulary, modeling writing a cv and letter de motivation with samples
and step by step instruction
Direct instruction: grammar and vocabulary (powerpoints)
Realia: real CVs and lettres de motivation.
Reading and writing across the curriculum: talking with business teachers and using Larimer county
workforce for advice on cvs and lettres
Graphic organizers: 3 different ones used for fantme
Targeted feedback: on practice cvs and lettres
Student self-assessment: participation
Flexible/strategic grouping
Music and songs
Conferencing: after writing initial CV and lettre de motivation
Peer teaching/collaboration: warm up translations
Role play/simulations: Phantom skits
Summarizing and notetaking: asking kids to summarize todays lesson at the end of class, exit tickets, and
notetaking on vocab and grammar
Assessment strategies:
Exit tickets
Self-assessment
Quiz: short answer (reading), recording (interview), paper and pencil, Google Forms, Google Docs
Journal entry : fantome
Choral response: qui/que
Debriefing: following a grammar lesson or intros to CVs and lettres
Inside-Outside circle: to practice for interviews
Oral questioning as a class and with partner (warm-up pile/face questions)
Kahoot
Quizlet Live
Choral reading: fantome
Gallery walk: professions posters
Part 5.2 : Unit Lesson Plans
*(The template that I chose for my TWS Unit lessons was given to me by my CSU Methods teacher and is used by the
Spanish and ELL teachers at Harris Bilingual in Fort Collins.)
Fossil Ridge High School

French 3 - Novice High Range Level Expectation
Unit 5 lavenir et les mtiers.
(5A Au bureau / 5B les professions) Daccord pp. 198 - 234
Teachers Name: Shauna Anderson Date: le 14 fvrier 2017
Lesson 1 (PRETEST 1 of 4 Reading) / Les mtiers Duration: 90 minutes
Content Standards:
Communication: Communication in Languages Other Than English
1.1 Interpersonal mode: Participate in exchanges (written or oral) on a variety of familiar
topics using familiar vocabulary and learned grammatical structures
1.2 Interpretive mode: Comprehend exchanges (written or oral) on a variety of familiar
topics using both high frequency vocabulary, new vocabulary, and learned grammatical structures
1.3 Presentational mode: Present (written or oral) on a variety of familiar topics using
both high-frequency vocabulary, new vocabulary, and learned grammatical structures
Cultures: Knowledge and Understanding of Other Cultures
2.1 Cultural practices and perspectives: Examine common practices and perspectives
within the cultures studied
Connections: Connections with Other Disciplines and Information Acquisition
3.1 Connections to other disciplines: Examine information gathered from target language
resources connected to other content areas
3.2 Acquire information: Relate information acquired from authentic resources to
individual perspectives and experiences
PURPOSE OF THE LESSON: Pre-testing to show growth over the next 8 weeks of this Unit.
For students, it is for them to be exposed to a new content area: Business, and to develop their
vocabulary and speaking/reading/writing/listening skills in French.
Introduction to the new unit : lavenir et les mtiers. Purpose: to expose students to professions in
French as they will be looking for a career one day. The purpose of this lesson is to pre-test the
French 3 students in READING comprehension in-order to have a baseline as I teach them the
brand new content in this Unit (and move toward the post-test).
**Connections to the discipline of Business and acquiring new information about occupations
and jobs to compare with our own way of seeing these professions.
Essential Question(s):
Can students read and understand an authentic French article entitled, Conseils pour un bon
curriculum vitae and be able to answer the questions in French directly following the reading?
Why do we need to learn about professions and the work place? How will understanding the
French jobs like firefighter/chef compare to our English/American jobs?
Student Engagement Strategies:

Today we are examining information gathered from target language resources (an authentic
reading) connected to the content area of BUSINESS. Using an authentic French article about
writing a CV, students will be interested in deciphering its meaning using prior knowledge (in-
bound vocabulary, verb recognition) to make connections in preparation for the test questions that
follow.
Students will be introduced to 16 new vocabulary words all of which are professions. We will
look at the sexist nature of the French language (wonderings: why are men and women who have
the same job assigned gender specific names? Exemple: femme de foyer, homme de foyer,
cuisiner, cuisiniere, etc.)
Students will draw a representation of the new vocabulary in their picture dictionaries to help
them learn the new vocabulary visually. Then they will be shown a funny PPT of professions and
will be assigned a fun poster to do for next week. We will have a Gallery Walk.
Formative Assessments:
N/A for this lesson (to Follow next week)
*Lesson Learning Plan

Element
GOAL or I can use my laptop to take a French CV reading pre-test in Google

learning target Classroom.
I will be able to read through an authentic business document in French

(how to write a CV) and answer the questions that follow with either my
best guess/attempt or with je ne sais pas.
I can learn 16 new professions and will be able to make a poster

demonstrating one of these professions for next class period.
ACCESS prior Students will draw on prior knowledge when they recognize familiar
knowledge or vocabulary from previous units. For example: travailler (to work), un
provide hook ordinateur (a computer), and many cognates embedded in the text (une
entreprise).
Some of the vocab is from French 1 and 2 (un professeur, un avocat) so

they will be able to access prior knowledge and I will ask them to make
connections.
Acquire and Most of the reading is completely new and unfamiliar to the students. The
process NEW acquirement of new information will come in the days and weeks to
INFORMATION follow during the unit lessons, activities, and formative assessments.
16 new vocab words relating to professions and jobs. CHEF in English

does not mean the same thing in French!
APPLY This is a brand new situation for the French 3 students (a pre-test of
knowledge in a future professions) and most of them wont have the knowledge yet to
new situation and create original ideas/answers.
create original
ideas. If you can
apply it, its For homework students will apply what they learned and create an
yours! original poster of their dream job including 5 sentences about their job
(Assessments) and what they do and do not do.
Goal The ticket out the door for todays pre-test is just completion of the
Review/Ticket reading and an attempt at responding to the questions and successful
out the Door/Self- uploading of their document/test on Google Classroom.
Assessment
(Closure)
MATERIALS Students: fully charged laptops

NEEDED
I have pre-loaded Google Classroom with the pre-test.
PPT of new vocabulary and my sample Poster
Accommodations I have 1 student on an IEP and she is supposed to tell me when she needs
or Modifications accommodations (longer time, one-on-one testing, paper test, preferred
seating, breaks if necessary, etc.) so I am prepared for this by having her
for students take the test during late-start if she wishes and I can sit with her and
prompt her to recognize cognates on the pre-test. follow up, student did
not ask for accommodations on this pre-test. She took the test with the
rest of the class.
Complete for Post-Observation Conference
How do you think it went? Please reflect on your lesson.
The students were curious and engaged and even excited about taking a pre-test on brand new
material as I carefully explained that they would not be graded on this test and that I was
preparing to use their data throughout the pre-testing and post-testing to show growth. They
seemed excited to try something new. I noticed that half of the class took the test very seriously
and used most of the period to read, decipher, and answer the questions. While the other half
wrote mostly Je ne sais pas on the test. There was also a feeling of dread because the reading
was quite complex and daunting. But I have no doubt that as we spend the next 6 weeks on this
Unit they will feel confident and successful when they take the post-reading test on April 4 th!
The new vocab/picture dictionary was a fun interactive lesson as the students engaged in asking
questions about the differences between the jobs in France and here. They seemed eager to make
a small poster of their own to show what they learned today and what they can produce for next
week. It was a very open-ended devoir (homework) so hopefully I see some creative work with
the new profession vocabulary!
Teachers Name: Shauna Anderson Date: le 16 fvrier 2017
Lesson 2 (PRETEST 2, 3, and 4 Listening, Writing, Speaking) / Duration: 60 mins
Content Standards:
PURPOSE OF THE LESSON: Pre-testing to show growth over the next 6 weeks of this Unit.
For students, it is for them to be exposed to a new content area: Business, and to develop their
vocabulary and speaking/reading/writing/listening skills in French.
Can students write a personal CV in French after choosing from 2 templates in Google
Classroom? Can students write a Lettre de motivation? Can students understand and respond in
French to a mock interview for a job? (Oral recording)

We will go to the Language Lab to take these 3 Business pre-tests. The first one is quite fun as
students will put on their head sets and listen as I ask them interview questions in French. Then,
they will record their oral responses to each question. Afterwards, students will log into Google
Classroom and follow a template (in French) and write their own Lettre de motivation (business
cover letter) immediately followed by choosing from 2 CV templates and writing their own.
N/A for this lesson

Element
GOAL or I can go to the language lab and take 3 business pre-tests.

learning target
I will participate in a mock-interview in French and respond to the
questions orally in French to the best of my ability. (recorded)
I can interpret and fill out a lettre de motivation template.
I can choose between 2 CV templates and fill it out in French.
I will respond je ne sais pas when I dont understand or know the
answer either to the listening or to the writing.
ACCESS prior Students will draw on prior knowledge when they recognize familiar
knowledge or vocabulary either during the mock-interview (Bonjour, comment a va?)
provide hook or as they prepare to write their lettre de motivation (they will recognize
the word lettre and might realize motivation is a cognate therefore a
business letter or a cover letter). The CV will be difficult in most of the
areas as this is a French format that they are learning. Areas of prior
knowledge will show up in nom/prenom, adresse, numero de telephone,
etc.
Acquire and Todays material is completely new and unfamiliar to the students. The
process NEW acquirement of new information will come in the days and weeks to
INFORMATION follow during the unit lessons, activities, and formative assessments.
APPLY Again, this is the 2nd day of pre-testing and students are in a brand new
knowledge in a situation (a pre-test doing a mock-interview, filling out a lettre de
new situation and motivation and filling out a CV) and most of them wont have the
create original knowledge yet to create original ideas/answers.
ideas. If you can
apply it, its
yours!
(Assessments)
Goal Completion of the 2 documents on Google Classroom and submission of

Review/Ticket recorded responses to the business interview.
out the Door/Self-
Assessment
(Closure)
MATERIALS Reserved the Language Lab. Pre-loaded the lettre de motivation template
NEEDED and the 2 CV templates into Google Classroom. I have my list of French
business interview questions for the students that I will read and they will
record through their headsets/mics.
Accommodations I have 1 student on an IEP and I am prepared to test her individually and
or Modifications give her more time if she requests. In her learning plan it states that she
for students must be the one to request any accommodations and I am prepared to
modify the pre-tests by speaking very slowly and giving her a typed up
copy of the interview questions for her to follow along while she listens.
follow up, student did not ask for accommodations on these pre-tests.
She took the test with the rest of the class.

Students enjoyed the interactive business interview questions. There were very few responses as
they do not yet know most of this material. I am pleased to have the pre-testing over with so that
students can start playing with and learning all the new rich vocabulary and grammatical
structures in this business unit! I feel quite bad that I need this data for my TWS and that they are
in a way, guinea pigs! But they have been very supportive and seem eager to learn what a CV is
in French and how to write a lettre de motivation.
The follow-up post-test for these 3 assessments will be the following:
Writing CV and lettre de motivation: April 6th & April 17th

Speaking/Listening (interviews): April 17th
Teachers Name: Shauna Anderson Date: le 21 fvrier, 2017
Lesson 3. Duration: 60 mins
Content Standards:
PURPOSE OF THE LESSON: Students will show their French profession posters in a Gallery
Walk and talk about their job. They will ask each other questions about the posters they see.
Students should be able to talk about jobs and business in French to prepare for the 21 st Century
work place. With the new vocabulary they will continue to explore these occupations and add
new verbs about occupations (managing, directing, cooking) so describe what these particular
jobs entail.
Essential Question(s): What do you notice about the jobs/careers that classmates chose to
represent in a poster? Do their sentences reflect an understanding of the French profession? Why
do we need to know about professions outside of our own country? Are we going to join the work
force some day?
Student Engagement Strategies: Today will be a fun Gallery Walk. When students come into
class they will take out their posters and set them on their desks. Then I will have them walk
around and look all the posters. We will discuss afterwards.
Formative Assessments: The posters will be the formative assessment. I will check for correct
spelling and usage of the new vocab. Did they write 5 sentences to support the job they chose?

Element
GOAL or I can use French to talk about professions and what people do in their
learning target unique profession.
I will be able to describe what my poster is about and why the profession
I chose is important to me.
ACCESS prior Draw on the vocabulary they learned last week. What do they remember?
knowledge or Are they making connections as they explore the Gallery?
provide hook
Acquire and Because they only chose 1 occupation to portray in their posters, they
process NEW will see 15 other creative posters/jobs and will be able to see how the
INFORMATION new vocabulary was used and hopefully because it was visually done
they will remember it.
APPLY . They took the new vocab and the poster assignment and using their
knowledge in a own creativity in this rather open-ended hw they came up with a poster to
new situation and demonstrate they understood the new info in a creative and original way.
create original
ideas. If you can
apply it, its
yours!
(Assessments)
Goal After the gallery walk students will come back together and we will
Review/Ticket discuss donnez des compliments and have une conversation propos
out the Door/Self- des mtiers. I will listen for their responses to determine understanding.
Assessment
I will remind them about the importance of being able to talk about their
(Closure) job because one day they may find themselves using their French
language to talk about their profession.
MATERIALS Posters by students

NEEDED
Accommodations If JG needs any extended time to work on her poster she will let me
or Modifications know.
for students
It was an absolute disaster.
Only 9 of 16 students remembered to do their poster. I think the fact that yesterday was a day off
so they had a long weekend really lent itself to the forgetfulness. Those that did bring their
posters did a really good job and thankfully we were still able to have a good discussion in
French about the professions. I reminded them that they will be working on writing a CV and a
cover letter in the weeks to come and that mastery of the new vocab was essential. We are doing
this so that they will be ready to go out and get a job and talk about it in French!
Im depressed. Not off to a great start.
Teachers Name: Shauna Anderson Date: le 28 fvrier, 2017 (No lesson the
23rd because of CCFLT and finished
movie on the 27th Manon des sources.)

Content Standards:
PURPOSE OF THE LESSON: Introduce Au bureau p 198 introduce the new material of 5A
and show the students an authentic CV format in French and a completed CV that they will use to
learn how to format one of their own. I want to help students get more comfortable with the
business-side of this unit so they are getting ready to write a CV of their very own. (A skill they
learn in 10th grade advisory class.)
Students will become more comfortable with looking at and navigating/reading a French CV and
understanding the formatting and the essential information we put in a French CV. (Content
Standards: Interpersonal mode, Interpretive, Cultural products and perspectives, Connections to
other disciplines, Acquire information, Language and Cultural comparisons).
Essential Question(s): What does a French CV look like? How is it similar/different to what we
use?
Student Engagement Strategies: I will show them my CV in French (completely in the French
style w/ formatting).
We are going to watch a funny Court Metrage Mi-temps video about a girl who works at a French
department store and gets fired for stealing.
Formative Assessments: After watching the video 2x, students will write a short CV for Alice
(assign the film on Vista and submit CV on Google Classroom) listing her skills, her strengths,
experience, etc. This will be fun and creative because she is a thief, after all!
Element
GOAL or I can write a brief CV for Alice.

learning target
I will be able to follow the template of a French CV to fill in the CV I
write for Alice.
ACCESS prior What kind of info goes into a CV?

knowledge or
How does a CV look?
provide hook
Why do we need to know how to write a CV?
What are they used for?
Acquire and Looking at my CV in French (projected on Smartboard), (or the 2 French

process NEW ones on GC) students will learn about the sections of the French CV
INFORMATION compared to our standard CV that they fill out in Advisory class/Business
class.
APPLY Using the CV template of their choosing students will now have an
knowledge in a assignment (formative assessment) and make a CV for Alice using the
new situation and new vocabulary and PPT from 5A that they learned today. Drawing from
create original the video they watched about Alice and her career they are to have her
ideas. If you can write a CV for a new job and list her skills and competencies.
apply it, its
yours!
(Assessments)
Goal What are the components of a French CV?

Review/Ticket
How are US and French CVs different/similar?
out the Door/Self-
Assessment
(Closure)
Objctifs
Education
Expriences
Les langues
Les centres dintrt
Les rfrences
Remind them: this fake CV for Alice is getting them ready to write their
own Grand CV next week.
MATERIALS PPT, flashdrive of my CV, project on SmartBoard, laser pointer

NEEDED
www.vhlcentral.com court metrage of Alice
Accommodations Extra time on assignment (CV) if JG requests this.

or Modifications
for students
Because of CCFLT conference students missed 2 days of content. I had to leave the sub w/ a
movie Manon des Sources and a packet for the students to fill out as they watched the French
movie. This is common as we dont have many speaking subs in the district.
Therefore, I was concerned that today would be a little hard to get them back into our Unit but
with the Court metrage of Alice video they were engaged and humored by her career and her
poor choices. I think they are excited to write a fake CV for her (this is in preparation for them to
write their own grand CV next week!). I am really enjoying this class and its fun personality.
There are A LOT of really reserved students when it comes to speaking in front of peers which
makes it hard for a big group discussion.
Teachers Name: Shauna Anderson Date: le 6 mars, 2017
Content Standards:
PURPOSE OF THE LESSON: Continued practice with the in-bound vocab for Unit 5 so
students will be able to write a CV. Using the warm up that I re-tooled from p. 200 rpondez I
hope students will interact and work on a more complex level with the new unit vocabulary and
expressions.
Essential Question(s): What does a French CV look like? How is it similar/different to what we
use? Will students have enough exposure and practice to be able to create a CV on the post-test
without any resources?
Student Engagement Strategies: Pile/Face with communication la page 220 using the
questions to participate in a fun interactive inner-outer circle movement activity.
Formative Assessments: I will observe students as they ask and answer questions of each other
which are all centered around our Unit (jobs) and our new vocabulary about careers and
interviewing. By listening to the students during this activity I will have an idea if they are
growing more comfortable and proficient with the new unit.

Element
GOAL or I can talk about my future business/career aspirations. I will be able to

learning target write a CV for myself or a parent.
ACCESS prior Refer back to the CV they wrote for Alice as we prepare to write an
knowledge or original CV for either themselves or a parent.
provide hook
Acquire and We are still working with current/prior information. New Info to come.
process NEW
INFORMATION
APPLY Students will have 30 minutes of class-time to start their new CV using
knowledge in a all of the resources to date (text-book, notes, Google Classroom sample
new situation and CVs, my CV, Alice). The CV is due on Thursday, March 9th on Google
create original Classroom.
ideas. If you can
apply it, its
yours!
(Assessments)
Goal Remind them their CV is due next class period. I will take the time to
Review/Ticket look at their work in class and be sure they are on track for the deadline
out the Door/Self- and completing the assignment correctly. This is their exit ticket :
Assessment students have started their CV in class and I have walked around to each
(Closure) student to check their progress.
MATERIALS My pile-face PPT (change the words), GC upload templates for CV.
NEEDED
Accommodations JG. Offer to write her a pass during Advisory to come in for personal help
or Modifications with the CV.
for students
Today went well and the students were very eager to take advantage of class time to work on
their CVs. Many of them have chosen to write the CV for their parents which is so sweet
because they clearly have interviewed their parents and are getting to know them more than they
would have in the business/experience sense.
Students were a bit inhibited at first doing the circling activity but once they got going they had
fun and tried to keep the activity in the target language. They are still new to the vocabulary so I
need to re-teach some of the expressions next time or find a way to incorporate this into the next
activity.
Teachers Name: Shauna Anderson Date: le 7 mars, 2017
Content Standards:
PURPOSE OF THE LESSON: Students will learn and be able to use Quand + Futur = Futur
when they talk about their career aspirations. The goal is that students will be able to see how the
QFF structure differs from our structure in English but still be able to use the French QFF to
describe what they WILL (students insert verb) when they WILL (students insert verb) in our
situation it will be to talk about their future jobs and their future in general.
Essential Question(s): Can students compare our When + Present = Future structure with the
very different French structure of When + Future = Future. Why is important to recognize the
difference? Which language makes more sense grammatically?
Student Engagement Strategies: KWL strategy with a QFF sentence in English-what do they
notice about the structure? Then compare to French QFF.
Essayez p.206

Element
GOAL or I can use the QFF to talk about my future job. I will be able to complete 2
learning target Vista activities after learning about the QFF structure.
ACCESS prior How do we form the future simple in French? (Le future simple) we
knowledge or learned this last semester.
provide hook
English QFF (When I am olderI WILL) analyze what we know
about our structure. English uses the When + Present + Future.
Acquire and Looking at the French QFF structure (When I WILL be olderI
process NEW WILL) French uses the When + Future + Future. What makes sense?
INFORMATION The French or the English/American? Interesting to see what they think!
APPLY After the PPT/lesson I will project a slide with 10 questions (fill in the
knowledge in a blank) and they will test their QFF knowledge. I will give them a choice
new situation and of doing the odds or evens before moving onto the Vista (ticket out the
create original door.)
ideas. If you can
apply it, its
yours!
(Assessments)
Goal With the new knowledge, students will use their laptops to work on 2
Review/Ticket Vista QFF assignments. They will submit their answers in VHL and the
out the Door/Self- grades are instantly available so I can check for understanding.
Assessment
(Closure)
MATERIALS PPT
NEEDED
Pre-assigned 2 Vistas (compltez and Quest-ce quils font) on vhl
Accommodations JG did not request any accommodations.
or Modifications
for students
I felt prepared for this complex grammar lesson with my ppt, activities and formative
assessments. However, once I was in front of the class trying to explain the QFF (the first time
Ive ever taught this even thought I know how to use it!) I was flustered and felt bad that I was
not explaining very clearly. I realized that just because I understand a grammatical structure and
know how to use it that doesnt mean I can teach it clearly which was frustrating and
embarrassing. However, I felt encouraged by my cooperating teacher that with teaching
experience comes more confidence and knowledge of the subject matter. I believe that if I had to
teach this lesson again I would keep it simple and not overload the students with unnecessary
information. I do feel good about having practiced with the future tense today and reinforced how
that structure is formed because even if they dont use the QFF they will always use the future
when they talk about their future jobs and careers.
Teachers Name: Shauna Anderson Date: le 9 mars 2017
Content Standards:
PURPOSE OF THE LESSON: We will practice with the QFF and watch a Roman Photo to
further reinforce our grammar structure and our unit vocabulary.
Essential Question(s): Do students remember how to form the QFF? Will students be able to
successfully translate sentences from English to French using the sentences I took from the key
events in the Roman Photo script p. 202 and then compare their translations as we watch the clip?
(Mini-United Nations simulation!).
Student Engagement Strategies: Have the PPT projected as the students walk in so they start to
think about what they will be doing as we begin class. Telling them about jobs with the United
Nations in interpretation and translation will peak their interest as we move into our own
translating activity.
Formative Assessments: Students will translate from English to French and then I will play the
episode of the Roman Photo and then pause when the sentences appear so students can compare
their translations. I will check for understanding and success in their translations. Did they use
the correct vocab word for the job and were their QFF and other structures accurate?

Element
GOAL or I can translate the English les mtiers sentences from Roman Photo
learning target into French and I will be able to compare my translations to the French
text in the episode.
ACCESS prior Review the QFF and then our warm up will draw upon the last lesson and
knowledge or on prior knowledge of the QFF. The ppt is a mixture of English to French
provide hook and French to English.
Acquire and We are practicing our newly acquired QFF structure and recycling our
process NEW unit vocabulary.
INFORMATION
APPLY . In pairs, students will apply their QFF and les mtiers vocabulary and
knowledge in a expressions in the fun activity of translation. Can students translate from
new situation and English to French accurately? (I took sentences directly from the RF
create original script and translated them into English. I deliberately chose sentences
ideas. If you can with QFF and our unit vocab). As we watch the video of the episode I
apply it, its will project the subtitles in French and pause so students can check their
yours! own translations with that of the original text.
(Assessments)
Goal The goal is for them to be as accurate as possible with their translations.
Review/Ticket We will share out our sentences as is and then they will orally correct
out the Door/Self- their mistakes. I will check for understanding of the QFF and the
Assessment vocabulary and expressions for Les Mtiers.
(Closure)
MATERIALS Warm Up slide of QFF

NEEDED
Translation of the RP Le Bac p. 202 5A
Roman Photo video www.vhlcentral.com
Accommodations JG as needed (hard copy of the warm up) she didnt request anything.
or Modifications
for students
Students were very engaged in the UN simulation of a translation during the Roman Photo. They
were encouraged by their ability to correctly translate 80% of the sentences correctly using the
QFF structure both verbs in the future simple tense and the vocabulary and expressions of the
unit were correctly spelled and used. I am becoming more comfortable teaching this class and our
routines (though not included in my TWS) such as our song Est-ce que tu maimes? by Maitre
Gims is such an engaging way to start the class as well as our continued readings in Fantme de
lOpra and the interactive activities that Mme Sexton and I plan for the students. Today was a
good mix of all of the layers of instruction going on in the classroom. Im so fortunate that I
walked into this organized class in January and it was already a well-oiled machine! I hope I
dont break it down

Content Standards:
PURPOSE OF THE LESSON: This lesson will prepare students to read and understand a cover
letter in French and then be able to hire the best candidate for the job. Someday the students will
be looking for a job and will need a cover letter they may also be in the position to hire an
employee and need to know what qualities make a candidate a good match for a job. This lesson
will also prepare students to write their own cover letters which will be due on 3/28.
Essential Question(s): What information goes into a lettre de motivation? What should you
include and what should you exclude? What does a future employer look for in a candidate while
reading the lettre de motivation?
Student Engagement Strategies: I have written 3 funny lettres de motivation which students
will find in Google Classroom and in groups (4 groups of 3 and 1 group of 4) they will read the
lettres de motivation together and determine which candidate is the best fit for the job as a
manager at McDonalds. They will need to be prepared to defend their reasoning pulling out the
useful information from the LdM.
Formative Assessments: Listening for the groups to correctly choose the best candidate for the
job (there are 3 candidates and only 1 position). Im listening for their vocabulary and
expressions for Unit 5 and I am also going to see if they can defend their choices and reasoning.
Can they choose the candidate with the qualities that best fit the job?
Element
GOAL or I can read and understand 3 different lettres de motivation and I will be
learning target able to choose the best candidate for the job at McDonalds.
ACCESS prior Ask students to talk about the components of a CV which they have
knowledge or already worked with ask them to pick out the key points (experience,
provide hook education, hobbies) and then lead them to what a lettre de motivation
(cover letter) would possibly contain if it were to accompany a CV to a
potential employer. List their ideas on the board.
Acquire and Move right into my personal LdM and show them the sections
process NEW
INFORMATION
P1: pourquoi/Quel poste
P2: Exprience
P3: Comptences/Education
P4: Entretien/Suite
Je vous remercie davance. Cordialement.
And noticing the distinct French differences (formatting, phone numbers,

tabs, wording).
APPLY Now that they have read my LdM and have seen the structure, students in
knowledge in a groups will read 3 different LdMs of applicants for McDonalds.
new situation and Students are the employer and will determine which candidate and why is
create original the best for the job.
ideas. If you can
apply it, its
yours!
(Assessments)
Goal Students will justify who they picked for the position and based on their
Review/Ticket choices and reasoning I will have an understanding of their
out the Door/Self- comprehension of the applicants abilities and qualities that make them a
Assessment positive candidate or not.
(Closure)
MATERIALS My LdM
NEEDED
3 different LdM
Google Classroom pre-loaded w/ the LdMs
White board
Accommodations If JG asks for modifications/hard copies I will be happy to provide those.

or Modifications
for students

It was a super interactive and fun class today! The groups worked well in deciphering the 3
French lettres de motivation and picking out the best candidate for the job. However, Adams
group was so funny because they were adamant that just because Nicole Parasseuse was honest
most of the time she should be hired because she was honest about being dishonest! Because
we spent so much time looking at different LdM including my own, I felt that students got a good
handle on how to write a LdM in French, the formatting, the content, etc. and that they are set up
for success writing their own LdM which will be due 3/28. I really enjoy the humor that the
students bring to our lessons. I try to plan interesting activities for them and I felt that today I got
it right with the characters in the 3 lettres de motivation.
Content Standards:
PURPOSE OF THE LESSON: The purpose is to get students comfortable with the occupation
vocabulary and expressions in Unit 5A&B so that if they get a job in France or a francophone
country, they will be able to communicate with and understand their future employer.
Essential Question(s): Can students use strategies to listen to an authentic French business
interview between a prospective employer and employee? Strategies include drawing on
background knowledge, anticipating words and phrases they are going to hear, and determining
important information they should listen for before I play the recording for them.
Student Engagement Strategies: Review of the Si clauses p 222 together, practicing Essayez!
The listening activity A lcoute p 227, and doing Quizlet Live with all of the rich vocabulary
from Unit 5 A&B.
Formative Assessments: I will call on students to come to the board when theyve finished
Essayez! to check for understanding. Sharing out the answers to the listening activity and finally,
Quizlet Live.

Element
GOAL or I can listen to an interview in French and I will be able to answer the
learning target questions on p 227.
ACCESS prior What are Si clauses? They will remember learning the Si + imparfait =
knowledge or conditionnel (If I were president I would) ask for examples before
provide hook moving on.
Acquire and Teach them that there are 3 ways to use the Si clause: to speculate or
process NEW hypothesize about a condition (Si + imparfait = conditionnel); to express
INFORMATION conditions that are possible or likely to occur (Si + present = future/future
proche); or si + imparfait alone to make a suggestion or a wish (Si nous
faisions des projets pour le week-end?) Powerpoint and Smartboard.
APPLY After taking notes have students practice by doing Essayez! on page 222.
knowledge in a Volunteers come up to board to share out. Discuss.
new situation and
create original
ideas. If you can
apply it, its
Listen to interview and answer the questions. Share the answers together
yours!
and discuss the interview process they listened to.
(Assessments)
Goal Collect their papers A vous dcouter.

Review/Ticket
Play Quizlet Live to check for Vocab understanding of the whole Unit.
out the Door/Self-
Assessment
(Closure)
Study for Reading post test next Tuesday 4/4
MATERIALS Textbook
NEEDED
Vhlcentral.com Egg Head students watch Si clauses
The audio for A lcoute activity
Extra recycled paper for students to do the listening activity questions
Accommodations If JG needs accommodations with the listening activity I can have her
or Modifications read the script from my textbook and then answer the questions.
for students
I really struggled with the grammar lesson (quelle surprise!) articulating and communicating the
grammar lessons is a weak-point for me. I was so upset because the darn technology wouldnt
work (EggHead) so I couldnt show them the video of Si Clauses so I was very frustrated and
close to tears. Using so many technological resources (vhl, google classroom, google docs,
smartboard, etc.) and having to have everything up and running at the beginning of class while
students are talking to me and Im trying to also write the agenda on the board it is all
frustrating at times. Especially since I move to different classrooms during the day.
The listening activity was difficult for them so Im sure they felt frustrated as well. I went
through each question and then we listened to the interview 4 times. I paused during the last
listening as each question was mentioned hoping it would help them. They have their first of 3
post-tests next week (we decided to eliminate the oral interview) and I am feeling bad that my
Unit has been so contrived just to get data/results for my TWS. Feeling bummed.
Teachers Name: Shauna Anderson Date: le 4 avril 2017
Content Standards:
PURPOSE OF THE LESSON: Post-test Reading 5A and 5B
Will students show growth over the last 6 weeks despite the 2 weeks of interrupted State testing,
Spring Break, and the alternating changes in their class schedules?
Student Engagement Strategies: N/A

Summative Assessments: Post-test reading for 5A and 5B on Google Classroom.

Element
GOAL or I can read about the components of a CV in France and answer the
learning target questions.
I can read Les petits announces and answer the questions about each of
the specific jobs.
ACCESS prior Students will be accessing all the vocab and expressions as well as their
knowledge or knowledge of what a French CV contains.
provide hook
Acquire and N/A

process NEW
INFORMATION
APPLY N/A
knowledge in a
new situation and
create original
ideas. If you can
apply it, its
yours!
(Assessments)
Goal Completion of the post-test and successful upload into Google

Review/Ticket Classroom.
out the Door/Self-
Assessment
(Closure)
MATERIALS Pre-load the test into GC and write instructions on the white board: log
NEEDED into GC through Firefox (to restrict automatic translations) and once
downloaded, they should change the name to their own name to avoid
confusion when I grade the tests.
Accommodations JG will ask if she needs a hard copy of the test.

or Modifications
for students
She didnt ask for any accommodations.
Students were diligently working and I was logged into lanschool to monitor them.
1 student was caught cheating on this assessment. I talked to him, he felt so embarrassed and
ashamed. Hes such a good kid, it was a tough situation. I offered for him to re-take the entire test
or to accept the grade of an F. He chose the latter.
I gave students as much time as they needed to work on their tests. It is painful to have to spend
so many class periods pre and post testing when I could be teaching valuable French lessons
but they have not complained and are just great little workers.
Content Standards:
PURPOSE OF THE LESSON: (Students will take the Post-Test LdM at the beginning of
class on their laptops. Should only need about 45 minutes.)
The purpose of the lesson is to learn relative pronouns so that students can combine 2 sentences
into one sentence when they write in French. It is important to know the difference between
Que/Qui in French.
Essential Question(s): What is a relative pronoun in English? (That, Who, Whom, Which) and
can they recognize the function in a sentence. If so, can they identify the structure in French?

Egg-head video for qui/que then do practice sentences in a group and translate sentences from
Fantme which have the relative pronouns embedded authentically in them.
Formative Assessments: Go over the sentences together on the Smartboard and then collect their
work.

Element
GOAL or I can understand what a relative pronoun is in French. I will be able to

learning target answer 10 questions for homework using Qui/Que.
ACCESS prior What is a relative pronoun in English?

knowledge or
Have students discuss how to combine 2 sentences into one sentence
provide hook
using a RP in English.
Acquire and Teach them about Que/Qui use Egghead video for fun explanation and
process NEW then delve deeper into the lesson.
INFORMATION
Que = followed by a subject + verb
Qui = followed by a verb
APPLY . Practice in groups with Fantme sentences from the entire book that
knowledge in a Ive pretyped.
new situation and Devoir: 10 sentences on their own.
create original
ideas. If you can
apply it, its
yours!
(Assessments)
Goal The review ticket is the group work and we will go over them together
Review/Ticket on the board. I will have a good gauge of their grasp at this point. Im
out the Door/Self- confident they will be able to do the devoir on their own.
Assessment
(Closure)
MATERIALS Pre-load the LdM test in GC. Students need their laptops.
NEEDED
Vhlcentral.com/Egghead
Copies of group sentences from the novel.
Handouts of devoir.
Smartboard
Accommodations JG as needed.
or Modifications
Didnt request any modifications or accommodations. She did
for students
come in for tutoring help this week and we worked hard to
prepare for this assessment. She received a 63.3% on the post-
test which was 64.3% higher than she got on the pre-test!

After the LdM post-test we had about 40 minutes to work on the grammar lesson which went
really well. I was able to observe Mme S yesterday teaching the exact same lesson so I did
exactly what she did! I give myself a B. I was happy with my delivery of the relative pronoun
grammar lesson and finally the technology Egghead worked (small victories) and the students did
REALLY well on their Que/Qui sentences so it was a productive and successful day for sure. I
want to warm up next class with the Que/Qui practice again just to be sure they really understand
it and can use it. Its a higher level more complex way to use French but I think it is important for
them to be able to identify it in the future even if they dont use it. I am getting more comfortable
teaching grammar in Fr 3 now that its the end of the semester. Ha ha. I can see how I will get
better and better as I have more experience and learn from my mistakes.
Content Standards:
PURPOSE OF THE LESSON: (Abbreviated lesson today because of PSAT and SAT.)
The purpose is to follow-up with the Qui/Que structure and continue working on preparing them
for the CV final which is on Thursday. The other purpose is to re-visit other complex sentence
structures we learned this semester: Si Clauses, QFF, etc. conditional so that they will really
show off their French abilities in the post-test.
Essential Question(s): Will students remember how to use relative pronouns in French? Can
students remember the structures for QFF and Si Clauses?
Student Engagement Strategies: Self-evaluations students will reflect on their preparation

participation and use of French for the last 3 weeks and give themselves a grade out of 15 (5
points for each category).
Warm up with Qui/Que then go over their homework and share out their answers with the class.
Formative Assessments: Students will come to the board to answer the warm up and I will be
able to assess their retention of the grammar lesson from last class.
Homework-check of relative pronoun sentences.

Element
GOAL or I can use relative pronouns in French. I will be able to answer 80% of the
learning target warm-up questions correctly. I can also remember complex grammatical
structures that we have learned in this unit including QFF and Si Clauses.
I can use them in my CV post-test on Thursday.
ACCESS prior What are some complex grammatical structures that we have learned in
knowledge or the last few months? How do you say, If I were presidentI would
provide hook and how do you compare hypothetical Si Clauses with true Si Clauses?
Acquire and N/A

process NEW
INFORMATION
APPLY . Students will go into their old CV and accept my revision suggestions
knowledge in a in Google Classroom then they will change 3 of their sentences in their
new situation and CV to more complex French sentences using either QFF, Si Clauses +
create original Conditional, or Qui/Que.
ideas. If you can
apply it, its
yours!
(Assessments)
Goal Check the upgrades they made to their 3 sentences in their GC by having
Review/Ticket them read one aloud to the class.
out the Door/Self-
Assessment
(Closure) Get ready for the FINAL post-test on Thursday review your CVs and
take all of my suggestions to heart! Be ready to go!
MATERIALS Laptops
NEEDED
Smartboard
Accommodations N/A today

or Modifications
for students

I am impressed with how much these students have grown over the course of the weeks with their
grasp of the complex French sentence structures. Despite my wobbly and inexperienced teaching
of the grammar they seem to have retained something and are able to mostly show high-novice
levels in their writing. There are still many mistakes, but I understand the message so that is
reassuring.
Today was my last lesson for my TWS Unit. Next time we will be taking the last post-test and I
after I grade everything I will have my data (finally!) and will be able to make my graphs and
analyze all the growth!
These students were so gracious and kind to me. I am forever indebted to them for their patience
with me and for letting me use them as guinea pigs for my TWS.
Jadore ma classe de franais 3 !
Teachers Name: Shauna Anderson Date: le 13 avril, 2017
Content Standards:
PURPOSE OF THE LESSON: FINAL POST-TEST CV!
Essential Question(s): Will students be able to show growth over the course of the last 6-7
weeks and improve their scores on the CV test? Will students use more complex sentence
structures as they write their CVs?
Student Engagement Strategies: N/A
Formative Assessments: N/A

Element
GOAL or I can write a French CV and I will use all of my knowledge of complex
learning target sentences and unit 5 vocabulary to communicate in a written French
assessment and demonstrate growth.
ACCESS prior They already took this test hopefully they will access prior knowledge
knowledge or and recognize all of the parts of a CV and be able to fill it out.
provide hook
Acquire and N/A

process NEW
INFORMATION
APPLY . Hoping they will create original CVs using all of the tools they have
knowledge in a acquired over the course of almost 2 months.
new situation and
create original
ideas. If you can
apply it, its
yours!
(Assessments)
Goal So proud of each and every one of my students in this class.

Review/Ticket
out the Door/Self-
Assessment
(Closure)
MATERIALS Pre-load CV into Google Classroom.

NEEDED
Laptops charged.
Accommodations JG took the assessment along with her classmates.

or Modifications
She scored a 78.3%! SOOOO proud of her!
for students
I am so impressed with how little complaining there was about taking yet another post-test.
Students seemed really confident while they completed this final test and I know this is because
we have been practicing and practicing all of the vocab and professions expressions for a CV and
they were really ready to just shine. And they DID!
Part 5.2 Management Plan
As a 45-year-old mother of 4 teenagers, I feel very comfortable with my ability to interact with high school
students so as a result, my classroom management plan was simple and straightforward incorporate humor
into the lessons and into the class to keep students engaged. I was fortunate coming into this French 3 class of
16 diverse students because my cooperating teacher already had classroom management and routines firmly in
place. Students walked into class, grabbed their textbook, and took their assigned seat.
Class usually started with a song or a warm-up and while that was going on I could take attendance and get
organized. I didnt get to choose my classroom or decorate it, so my EDUC 450 plan wouldnt work here but I
was able to use my filing system for papers (to grade/enter grades/return) and for participation I used the
clipboard with the roster to keep track of those who volunteered without being called on. CSU emphasized the
affective filter of students and how important it is to be aware of making them uncomfortable and flustered, so
I backed-off of calling on students but I found that I really needed student engagement and participation so part-
way through the unit I would randomly call on students and I didnt notice anyone getting upset.
If behavior is a problem (which it was in French 1 and French 2) I talk to my cooperating teachers for advice
and then inform the parents and if necessary, I write a referral to the Dean. I avoided getting into arguments
with students in front of the class so as needed, I would talk to them after class or during class out in the
hallway. This worked really well and I noticed an improvement in behavior and attitude when I addressed the
issue in private.
My cooperating teachers were both so good about introducing me to all 4 of my classes as a colleague and a
long-time friend, and I noticed that the students really enjoyed the fact that I wasnt an inexperienced stranger
but rather a person very familiar with Fossil Ridge High School, the French department and even a lot of the
students. Although I didnt get to set up my own management plan, the system that was already in place worked
for me students were respectful, kept their cell phones (for the most part) out of sight, and were on task. They
politely asked to use the restroom and would wait until the bell rang before leaving class. I feel very fortunate
that my management style is firm but fun, and that I am able to be goofy and laugh with the students while
teaching them the most beautiful language on earth in a safe and organized classroom.

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Part 5: Instruction Plan

Part 5.1 Lesson Plans

re-plan as the weeks unfold.

Instruction Plan and Time line :

Unit 5 A and B : Lavenir et les mtiers

February 14th April 17th

4 pre-post-tests : Interview, CV, Cover Letter, Reading

Contexts: Vocabulary, at the office/professions

Culture: Roman Photo, le bac/je dmissionne

Structures : Quand FF, Si clauses, Relative pronouns Qui/Que

Explain cover letter Lesson : Que/Qui

Part 5.2 : Unit Lesson Plans

Fossil Ridge High School

Teachers Name: Shauna Anderson Date: le 14 fvrier 2017

Lesson 1 (PRETEST 1 of 4 Reading) / Les mtiers Duration: 90 minutes

Student Engagement Strategies:

*Lesson Learning Plan

GOAL or I can use my laptop to take a French CV reading pre-test in Google

I will be able to read through an authentic business document in French

I can learn 16 new professions and will be able to make a poster

Some of the vocab is from French 1 and 2 (un professeur, un avocat) so

16 new vocab words relating to professions and jobs. CHEF in English

MATERIALS Students: fully charged laptops

PPT of new vocabulary and my sample Poster

Complete for Post-Observation Conference

How do you think it went? Please reflect on your lesson.

Teachers Name: Shauna Anderson Date: le 16 fvrier 2017

Lesson 2 (PRETEST 2, 3, and 4 Listening, Writing, Speaking) / Duration: 60 mins

Student Engagement Strategies:

*Lesson Learning Plan

GOAL or I can go to the language lab and take 3 business pre-tests.

Goal Completion of the 2 documents on Google Classroom and submission of

Complete for Post-Observation Conference

How do you think it went? Please reflect on your lesson.

The follow-up post-test for these 3 assessments will be the following:

Writing CV and lettre de motivation: April 6th & April 17th

Teachers Name: Shauna Anderson Date: le 21 fvrier, 2017

Lesson 3. Duration: 60 mins

*Lesson Learning Plan

MATERIALS Posters by students

Complete for Post-Observation Conference

How do you think it went? Please reflect on your lesson.

It was an absolute disaster.

Im depressed. Not off to a great start.

Lesson 4. Duration: 90 mins

GOAL or I can write a brief CV for Alice.

ACCESS prior What kind of info goes into a CV?

Acquire and Looking at my CV in French (projected on Smartboard), (or the 2 French

Goal What are the components of a French CV?

MATERIALS PPT, flashdrive of my CV, project on SmartBoard, laser pointer

Accommodations Extra time on assignment (CV) if JG requests this.

Complete for Post-Observation Conference

Teachers Name: Shauna Anderson Date: le 6 mars, 2017

Lesson 5. Duration: 50 mins

*Lesson Learning Plan

GOAL or I can talk about my future business/career aspirations. I will be able to

Complete for Post-Observation Conference

How do you think it went? Please reflect on your lesson.

Teachers Name: Shauna Anderson Date: le 7 mars, 2017

Lesson 6. Duration: 60 mins

*Lesson Learning Plan

Complete for Post-Observation Conference

Teachers Name: Shauna Anderson Date: le 9 mars 2017