Medaille

College Department of Education

Lesson Plan

Teacher Candidate’s Name: Meghan O’Driscoll Date: November 19, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: ___X____ Town:_______ Rural: ______

Grade level: ___6_____ Number of students in the class: ___28_____

Students with IEPs/504 Plans
Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Gifted 1 • Allow for choice of product
• Increase opportunity for application to real-world
situations
• Encourage creative expression when completing
assigned tasks
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students

N/A
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

N/A

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 Lesson ___2___ of a ___3___ Day Learning Segment


Subject and Lesson Topic: French – passé-composé using être (past tense verbs using the auxiliary to be)

Grade Level: 6 Lesson Duration: 40 mins

Central Focus of the Learning Segment
The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is to write fluently in French using knowledge of vocabulary, language conventions, and to
communicate clearly and effectively.
Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students have learned the present tense of verbs including endings for the 3 kinds of verb endings (-RE, -IR, -ER). They have also learned
verb-subject agreement and how to conjugate verbs according to masculine/feminine and/or singular/plural. Students have already learned
passé-composé using the auxiliary verb avoir (to have). Students have worked on retelling morning routine using past tense verbs with avoir.
We have briefly spoken about past tense using the auxiliary être (to be) and the mnemonic devices to remember which verbs use être.
Additionally, students have been working with the past tense in social studies, as we have been learning about immigration to Canada, why
people came to Canada in the 19th century, etc. Students have been exposed to paragraph writing as well as persuasive writing.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will activate prior knowledge by reviewing passé-composé using avoir. I will facilitate a discussion about what the passé-composé is,
prompting sentences using what we have learned in social studies. I will challenge them to write a text using what they have learned about
passé-composé, with a focus on using verbs that require the auxiliary être. As they are successful at paragraph writing and persuasive writing,
I will have students write a movie/play or book review in the past tense, why they liked or disliked the movie/play or book and convince readers
to see or not see the movie or play/read or not read the book. Their reviews must include what they have learned about verb-subject
agreement and must contain at least five verbs that use être as the auxiliary verb.


What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

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My students are 10 or 11 years old. They live in an urban area north of Toronto. This is a French Immersion school. Students enjoy going to
the city’s mall, Vaughan Mills, playing video games such as Fortnite, they enjoy reading, especially Harry Potter, and they enjoy when
technology is incorporated into the lesson. There is one large movie theatre in our city.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

For the French sentences that I will be using during discussion, I have written them incorporating students from the class, their teacher, their
school routines, Vaughan Mills, Fortnite, and Harry Potter. I have decided to have them write a movie or book review because I know they
enjoy going to the local movie theatre and they thoroughly enjoy reading books. I have given them the option to choose movie, book, or play,
depending on personal interests. Technology within the lesson itself will be in the form of a YouTube video about the mnemonic device they
use to remember which verbs use être. As an extension activity beyond this particular lesson, I will have them share their reviews in the form of
a digital presentation using Google Slides, or any other technology they choose.

Curriculum Standards
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.

Grade 6 French Immersion Ontario Curriculum Expectations: Writing

D.1 Purpose, Audience, and Form D1.6 Applying Language Conventions: communicate their meaning clearly, using parts of speech
appropriately and following conventions for correct spelling, word order, and punctuation (e.g., appropriate conjunctions and punctuation in
compound and complex sentence structures; indirect object pronouns such as “lui”, “leur”; relative pronouns such as “qui”, “que”, “dont”,
“lequel”; possessive pronouns such as “le mien”, “la tienne”, “les siens”, “le leur”; passé composé, imparfait, présent, and futur of familiar verbs
according to the context)
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to write fluently in French I will formatively assess student understanding • Gifted student can try using an
in the past tense using proper verb conjugation of the passé-composé during class discussion. additional past tense, l’imparfait, in
and language conventions, in order to I will be listening for proper verb conjugations, her review. She may also write
communicate clearly and effectively. proper verb-subject agreement, and proper about a book-turned-movie and
use of auxiliary verbs (être or avoir). During

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 written task, I will be circulating, assisting with compare the two formats of the
translations, ensuring students are on task same title
and writing the proper verb forms. • The extension activity will be to
present the review in digital format
(Google Slides, for example); gifted
student may begin working on this
project


Academic Language Demands Instructional Supports
(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Synthesize I will support my students to know how to synthesize as I review
Looking at your standards and objectives, with them how to formulate the passé-composé, review usage with
choose the one Bloom’s word that best avoir and how to apply this knowledge towards usage with être.
describes the active learning essential for Class discussion and completion of sentences get students
students to develop understanding of working together and support each other in their thinking.
concepts within your lesson.
Vocabulary Le passé-composé (past tense) I will support my students with a discussion review of vocabulary
Key words and phrases students need to be Le participe passé (past terms, writing them on the board as necessary. There are verb
able to understand and use participle) anchor charts also posted around the classroom containing
La terminaison (ending) vocabulary and verb conjugation.
L’auxiliaire (auxiliary)
L’accord (agreement)
Une critique (review)
Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Discourse The students will be using I will support student use of discourse by modelling how to
How members of a discipline talk, write, discourse during class discussion conjugate a verb in the past tense using être, ensuring subject-
and participate in knowledge construction when they will be reading and verb agreement. Additionally, I will discuss with them what
and communicate their understanding of completing passé-composé elements to use while creating their reviews, such as descriptions
the concepts sentences as a group. They will of characters. The directions on their review writing sheet will
be participating in knowledge clearly indicate expectations that students must use proper verb
construction when they utilize conjugation and agreement with être and must have a variety of

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 what they have learned about feminine/masculine, singular/plural. I will instruct students to ask
properly communicating in the me for any help they need for translations.
past tense. Students will
demonstrate their understanding
of the concept of passé-composé
using être when they write their
review.
Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator • I will provide a quick review of
pertinent information for any
• Ask students, “Qui peut me dire de quoi s’agit-il le passé-composé?” (Who can tell me students who were not in class on
what passé-composé is). I will clarify, as necessary, how to create this verb tense and Friday
which auxiliary verb we use. Also, if needed, clarify verb endings: -ER verbs, remove er
and add é; -IR verbs remove ir and add i; -RE verbs, remove re and add u.
• Explain passé-composé using être: “Pour ceux/celles qui n’étaient pas ici vendredi, on a
commencé de parler à propos du verbe auxiliaire être. Il y a certains verbes qui utilisent
être au lieu d’avoir. Il y a plusieurs façons de mémoriser quels verbes utilisent être. La
maison d’être est une façon.” (For those of you who weren’t here on Friday, we began
talking about the auxiliary verb être. There are certain verbs that use être instead of avoir.
There are a few ways to memorize these verbs. La maison d’être is one way. The
document projector is not working, so in order to show maison d’être (Appendix A), just
place it on the whiteboard with magnets.
• Tell students, « Une autre façon, la façon de laquelle j’ai appris comment mémoriser les
verbes qui utilisent être, est DR MRS VANDERTRAMP. » Show (on whiteboard with
magnets) new sheet, DR MRS VANDERTRAMP (Appendix B). (Another way, the way in
which I learned to memorize the verbs that use être, is DR MRS VANDERTRAMP).
• Voici un petit vidéo pour introduire l’autre autre façon.
o Project the DR MRS VANDERTRAMP YouTube video to access student prior
knowledge about verbs that utilize être as an auxiliary verb:
https://www.youtube.com/watch?v=-TpxOg3jZ9g&t=48s
• Refer to apprentissage ciblé (learning goal) written on the board: On apprend à écrire et
parler couramment au passé en utilisant le passé-composé afin de communiquer
clairement et efficacement. (We are learning to write and speak fluently in the past by
using the passé-composé tense in order to communicate clearly and effectively.)

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Instructional Procedures • As this period begins after
lunch recess, if any students
• Remind students that when we use these verbs, we must use subject-verb agreement arrive late, I will repeat the
(clarify that when we use verbs utilizing avoir, we do not use agreement) beginning of the lesson,
o Féminin au singulier: ajoute un e (feminine singular add an e) “Comme je disais….”
o Féminin au pluriel: ajoute un es (feminine plural add an es)
o Masculin au pluriel: ajoute un s (masculine plural add an s)
o Si on a un groupe de personnes (filles et garçons), on utilise masculin (if we have
a group of 5 people, boys and girls, we use masculine)
o Si on a 5 filles et 5 garçons, on utilise masculin (If we have 5 boys and 5 girls, we
use masculine)
o Si on a 5 filles, on utilise féminin (if we have 5 girls, we use feminine)
o Si on a 2 500 filles et 1 garçon, on utilise masculin! (If we have 2,500 girls and 1
boy, we use masculine!)
o Alors, mes cousins? (on ne sait pas, alors on assume le masculin) ajoute s (So,
my cousins? We don’t know so we assume masculine. Add an s).
o Mes tantes? Féminin, on ajoute es. (My aunts? Feminine. Add an es)
• Explain that we will practice some sentences together.
• Write the first sentence on the board: Anfal (aller) ___________________ au centre
d’achats Vaughan Mills hier. (Anfal [to go] ______ to the shopping mall Vaughan Mills
yesterday).
• Think aloud: Je sais que le participe passé d’aller est allé. Je sais aussi qu’aller utilise
être, alors je conjugue pour le sujet Anfal (elle)= est. Et parce qu’aller utilise être comme
verbe auxiliaire, je dois faire l’accord. Anfal est une fille alors je dois ajouter un e à la fin
d’allé. (I know that the past participle of aller is allé. I know also that aller uses être so I
conjugate for the subject Anfal (elle)= est. And because aller uses être as the auxiliary
verb have to do the agreement. Anfal is a girl so I have to add an e to the ending of allé.)
• Write the answer on the board, filling in the blank: Anfal est allée au centre d’achats
Vaughan Mills hier.
• Write the second sentence on the board: Mia et Natalie (venir) ____________ à l’école en
Maserati. (Mia and Natalie [to come] ______ at school in a Maserati.)
o Ask: Quelle terminaison est-ce qu’on utilise pour le participe passé des verbes -
IR? (Which ending do we use for the past participle for -IR verbs?) on utilise -i.
Mais, venir est un verbe irrégulier, n’est-ce pas? Parce que c’est <je viens>. Alors
on regarde notre DR MRS VANDERTRAMP et on voit que le participe passé de
venir est venu. (We use -i. But, venir is an irregular verb, right? Because it’s <je

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 viens>. So, we look at DR MRS VANDERTRAMP and we see that the past
participle of venir is venu).
o Think aloud: Maintenant, je regarde le sujet, Mia et Natalie. Elles sont des filles.
Au pluriel. Qu’est-ce qu’on ajoute pour féminin? (e). Qu’est-ce qu’on ajoute pour
pluriel? (s). Alors, notre participe passé va être venues.
o Write the answer on the board, filing in the blank: Mia et Natalie sont venues à
l’école en Maserati.
• Do the next 4 sentences (Appendix C) as a class, reminding them to look at DR MRS
VANDERTRAMP, the verb endings, and if they need to do verb-subject agreement. • As a challenge, the gifted
• Ask students if there are any questions about passé-composé avec être. Clarify as student can try using an
needed. additional past tense,
• Distribute DR MRS VANDERTRAMP reference sheets (Appendix B) and la critique l’imparfait, in her review.
(review) (Appendix D) worksheet and read instructions. Remind students they must have
at least 5 verbs in the past tense that use être, a variety of feminine/masculine, • Offer gifted student the choice
singular/plural, and pay attention to subject-verb agreement. Use DR MRS to write a regular movie/book
VANDERTRAMP sheet as a reference. review or offer the option to
o Tell students, « Utilise les phrases complètes. Est-ce que le film/livre était write about a book-turned-
intéressant? Amusant? Triste? Est-ce que ça valait la peine de regarder le film ou movie and compare the two
de lire le livre? Vous devez me convaincre! » (Use complete sentences. Was the formats of the same title
movie/book interesting? Fun? Sad? Was it worth watching the movie or reading
the book? You have to convince me!). • To increase real-world
• While students are working on the movie/book review, circulate the class to assist with applications and encourage
translations and ensure students are on task. creative expression, offer the
• There probably will not be enough time to finish. If needed, students may finish as gifted student the chance to
homework or throughout the next day as they finish their tasks. work on the extension activity if
she finishes her review: to
create a digital format of her
review. It can be a formal
review, a movie trailer, an
opinion piece, etc. She may
use Google slides or any
technology of choice.

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Closure

• Even if students have not finished the written task, they must leave for lunch. We will be
together again in the afternoon and they may continue. “Vous pouvez continuer cet aprè-
midi.”
• Have them stop writing and do a quick lesson wrap up: the passé-composé is made up of
2 pieces, the auxiliary verb (avoir ou être) and the past participle (review endings, if
needed)
• Important! With être, you must be very careful to perform subject-verb agreement!
“N’oubliez pas de faire attention avec l’accord du verbe!”
• Explain that in the coming days, they will be creating their review in a digital format. They
will eventually present their reviews. « En effet, cette critique va être ton brouillon, car
finalement vous aller créer votre critique en utilisant la technologie. Vous allez utiliser
votre créativité! »
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

• Project DR MRS VANDERTRAMP YouTube video onto whiteboard https://www.youtube.com/watch?v=-TpxOg3jZ9g&t=48s
• Appendix A – La maison d’être reference sheet
• Appendix B - DR MRS VANDERTRAMP reference sheet
• Appendix C - Sentences in the passé-composé
• Appendix D – Movie/Book review worksheet (la critique)

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 Appendix A

Phrases au passé-composé

1. Anfal (aller) ___________________ au centre d’achats Vaughan Mills hier.

2. Mia et Natalie (venir) ___________________ à l’école en Maserati.

3. Mme. Konjikusic (naître) __________________ en Serbie.

4. Jack (retourner) ___________________ à la maison de David pour jouer au Fortnite.

5. Jonathan et Ethan (monter) ________________________ les escaliers et (rester)

____________________ à droite comme il faut.

6. Angel et Simon (arriver) ___________________ à la bibliothèque pour la réunion du

journal scolaire.

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 Appendix B

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Appendix C

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Appendix D

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Appendix D (cont.)

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