Isabelle Cate

Vista Ridge HS / Leander ISD

Lesson 7 of 9

UTL 640 UTeacher: Alyssa Morton

Subject / Level: French III PAP
Submitted Date / Time 11/6/2017 Teach Date / Time 11/8/2017
Lesson Plan Title: An Invitation to Learn: Eid Al-Fitr and Christmas Eve
Enduring Understanding/s
1. People of different religions celebrate different holidays.
2. The Francophone community follows many religions.
Essential Questions
1. What is lAd?
2. What is le rveillon de Nol ?
3. How do they compare?
Materials (include links to online materials)
1. Powerpoint
2. Rubric 1: Research Compilation (one per student)
3. Rubric 2: Group Presentation (2)
4. Rubric 3: Compare and Contrast (one per student)
5. Laptops
6. Art supplies
7. Paper
8. Letters in envelopes (one per student)
9. Index cards (one per student)
Three Part Lesson objective(s): Students will individually make a product in the style of their choosing that has
at least 2 comparisons and 2 differences between Eid Al-Fitr and Christmas Eve and 3 facts per holiday.
Action: Students will make a product in the style of their choosing
Condition: individually
Specific, measurable criteria: that has at least 2 comparisons and 2 differences between Eid Al-Fitr and
Christmas Eve and 3 facts per holiday

Stated Objective: This should be expressed in engaging, student-centered language. It may come before or after
the engagement and exploration. It should never include teacher talk or grammatical terms. Example:
Do use student centered language: Today we are going to share one of our most memorable moments from
middle school(etc.) Avoid teacher talk/grammatical terms: Today we are going to practice the preterit and
imperfect tenses (etc.)

Now that you have some information about both holidays, you are going to show what you learned and
compare and contrast the two holidays. You can use whatever format you like a humble Venn diagram, a script
between two people comparing their holidays, a comic strip so long as its a product of some kind. Please refer
to the rubric for specific requirements.
Differentiation Strategies:
The methods of presenting information can be selected by the students, who can work according to their
strengths.

The Student Can Statements Include as many of the 5Cs below as possible.
I can

UTL 640 LOTE

Alyssa Morton
exchange general information on topics outside my fields of interest.
Ask for and provide information about specific events.
Describe what is needed for a holiday or a celebration.
Give a short presentation on a famous person, landmark or cultural event.
Write about a holiday, vacation, or a typical celebration.
Write an outline of a project or presentation.
Communication
Interpretive: Students can research their topic in the LOTE.
Interpersonal: Students can share their findings in the LOTE.
Presentational: Students can present their findings in the LOTE.
Culture: Demonstrate the impact of cultural products/practices/perspectives how?
Students will present their findings about one of two holidays celebrated in Francophone communities.
Connections: Connect with what technology and/or discipline?
Students have the option to connect with technology to present their findings.
Comparisons: Compare and/or contrast what with what?
Students will compare and contrast Eid Al-Fitr and Christmas Eve in Francophone communities.
Communities: Use language outside of the classroom how?
Students will not use language outside of the classroom.

The 5Es Plus 1 Lesson Sequence

ENGAGEMENT: These activities mentally engage students with an event or question. Engagement
activities capture students' interest and help them to make connections with what they know and can do. Here
students encounter the material, define their questions, lay the groundwork for their tasks, make connections
from new to known, and identify relevance.

Upon entering the classroom, students will receive a letter in an envelope. The letter will invite the student to
research some aspect of either Eid Al-Fitr or Christmas Eve in Francophone countries.

Estimated time: 0 minutes (occurs before the start of class)

TEKS COVERED
114.41. Level III, Intermediate Low to Intermediate Mid Proficiency (One Credit), Adopted 2014.
(c) Knowledge and skills.
(2) Interpretive communication: reading and listening. The student comprehends connected statements from
culturally authentic print, digital, audio, and audiovisual materials as appropriate within contextualized
situations and sources. The student uses the interpretive mode in communication with appropriate and
applicable grammatical structures and processes at the specified proficiency levels. The student is expected to:

(B) paraphrase the main idea, theme, and supporting details from fiction and nonfiction texts
and audio and audiovisual materials;

(C) infer meaning of unfamiliar words or phrases in contextualized texts, audio, and audiovisual
materials; and
What are you, the teacher, doing? What are your students doing?
I will be standing at the door, handing each student an Students will be receiving the letters and reading
envelope as they enter the room. them at their desks.

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Alyssa Morton

EXPLORATION: Next, students encounter hands-on experiences in which they explore the concept
further. They receive little explanation and few terms at this point, because they are to define the problem or
phenomenon in their own words. The purpose at this stage of the model is for students to acquire a common
set of experiences from which they can help one another make sense of the concept/new learning. Students
must spend significant time during this stage of the model directly involved with material. Inquiry drives the
process, teamwork is used to share and build knowledge base.

Students will have 10 minutes after the bell to research as much as they can about their given topic using their
laptops or cellphones.

Estimated time: 10 minutes

TEKS COVERED
114.41. Level III, Intermediate Low to Intermediate Mid Proficiency (One Credit), Adopted 2014.
(c) Knowledge and skills.
(2) Interpretive communication: reading and listening. The student comprehends connected statements from
culturally authentic print, digital, audio, and audiovisual materials as appropriate within contextualized
situations and sources. The student uses the interpretive mode in communication with appropriate and
applicable grammatical structures and processes at the specified proficiency levels. The student is expected to:

(B) paraphrase the main idea, theme, and supporting details from fiction and nonfiction texts
and audio and audiovisual materials;

(C) infer meaning of unfamiliar words or phrases in contextualized texts, audio, and audiovisual materials; and
What are you, the teacher, doing? What are your students doing?
I will be walking around the classroom, answering any Students will be researching their given topics.
questions that students have.

EXPLANATION: Student explanations should precede introduction of terms or explanations by the

teacher. The learner explains the discoveries, processes, and concepts that have been learned through
explanation. The teacher supplies resources, feedback, vocabulary, and clarifies misconceptions. List higher
order thinking questions that teachers will use to solicit student explanations and help them to justify their
explanations.

Students will have 15 minutes to compile their findings into a format of their choosing. Suggested formats
include: essay, graphic organizer, role-playing, comic strip, and so on.

Estimated time: 15 minutes

TEKS COVERED
114.41. Level III, Intermediate Low to Intermediate Mid Proficiency (One Credit), Adopted 2014.
(c) Knowledge and skills.
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the
spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of
contexts. The student uses a mixture of short statements, sentences, and strings of sentences with
appropriate and applicable grammar structures and processes at the specified proficiency levels. The
student is expected to:
(F) interact and react in writing using culturally appropriate expressions, register, and style.
(3) Presentational communication: speaking and writing. The student presents information orally and in
writing using a mixture of phrases, sentences, and strings of sentences with appropriate and applicable

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Alyssa Morton
grammar structures and processes at the specified proficiency levels. The student is expected to:
(C) inform others orally and in writing about a variety of topics using connected sentences with details
and elaboration.
What are you, the teacher doing? What are your students doing?
I will be going around the room, answering questions and Students will be making some sort of presentation
giving suggestions. I will also hand out the first rubric for with the research they have done.
research compilation.

ELABORATION: The next stage of the model serves to help students elaborate on their understanding.
They are given opportunities to apply the concept in unique situations, or they are given related ideas to
explore and explain using the information and experiences they have accumulated so far. Interaction between
the students is essential during the elaboration stage. In collaboration with others, students can construct a
deeper understanding of the concepts. Elaboration can lead to new inquiry.

Students will gather into two groups, one for each holiday. They will compare their findings together and come
up with a presentation format to teach the other half of the class about their holiday. They will fill out one half
of a T-chart about their holiday.

Then, one group will go to the front of the room and present. The other group will remain seated and fill out
the other half of the T-chart, taking notes about what theyve learned about the other holiday. Then, the
groups will switch roles.

Students will use the remainder of class, until 3 minutes before the bell, to compare and contrast the two
holidays in a format of their choosing. Suggested methods include: a very elaborate Venn diagram,
illustrations, comic strips, an essay, a short story, a script, etc.

Estimated time: 55 minutes

TEKS COVERED
114.41. Level III, Intermediate Low to Intermediate Mid Proficiency (One Credit), Adopted 2014.
(c) Knowledge and skills.
(3) Presentational communication: speaking and writing. The student presents information orally and
in writing using a mixture of phrases, sentences, and strings of sentences with appropriate and
applicable grammar structures and processes at the specified proficiency levels. The student is
expected to:
(C) inform others orally and in writing about a variety of topics using connected sentences with
details and elaboration.
What are you, the teacher doing? What are your students doing?
I will hand out the second rubric for group presentation Students will be working with their holiday groups
and direct students to make and fill out half of a T-chart. I to come up with a presentation and fill in half of
will watch the groups, answering any questions they have. their T-chart. Then, each group will present, with
After the presentations, I will hand out the third rubric and the audience filling in the other half of the T-chart.
direct students to compare and contrast the two holidays. After the presentations, students will make
another product comparing and contrasting the
two holidays.

EVALUATION: The penultimate stage is an on-going process by both instructor and

learner to check for understanding. Rubrics, checklists, teacher interviews, portfolios,
problem-based learning outputs, and embedded assessments. Results are used to
evaluate and modify further instructional needs. Evaluation should be embedded throughout the

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Alyssa Morton
lesson as well as at the end of the lesson in a variety of ways. Ask, how will students demonstrate that they
have achieved the lesson objective?

For each product and the presentation, there is a corresponding rubric. Students will demonstrate the
achievement of their lesson objective with the compare and contrast product.

Estimated time: 83 minutes

TEKS COVERED
114.41. Level III, Intermediate Low to Intermediate Mid Proficiency (One Credit), Adopted 2014.
(c) Knowledge and skills.
(2) Interpretive communication: reading and listening. The student comprehends connected
statements from culturally authentic print, digital, audio, and audiovisual materials as appropriate
within contextualized situations and sources. The student uses the interpretive mode in communication
with appropriate and applicable grammatical structures and processes at the specified proficiency
levels. The student is expected to:
(D) compare and contrast cultural practices from authentic print, digital, audio, and audiovisual
materials.
(3) Presentational communication: speaking and writing. The student presents information orally and
in writing using a mixture of phrases, sentences, and strings of sentences with appropriate and
applicable grammar structures and processes at the specified proficiency levels. The student is
expected to:
(C) inform others orally and in writing about a variety of topics using connected sentences with
details and elaboration.
What are you, the teacher doing? What are your students doing?
I am going around the room, offering help to students who Students are referencing the rubrics to see what
look confused or who are not focusing on the assignment. the expectations are of them.

EXIT STRATEGY: The final stage is lesson closure, an important cognitive process that each student must
go through to wrap up learning. Closure activities, some of which are short - less than a minute - and some a
little longer, provide the learner with an opportunity to recap the new or reviewed knowledge that he or she
has acquired, thus meeting the lesson objective. Ask students to summarize,
review a partner, create an image, or circle back to the opening to effectively
solidify their learning.

Students will put away their materials and make a small Venn diagram comparing
the two holidays on an index card, turning it in before they leave. They must list
at least 2 differences and 1 similarity.

Estimated time: 3 minutes

TEKS COVERED
114.41. Level III, Intermediate Low to Intermediate Mid Proficiency (One Credit), Adopted 2014.
(c) Knowledge and skills.
(2) Interpretive communication: reading and listening. The student comprehends connected
statements from culturally authentic print, digital, audio, and audiovisual materials as appropriate
within contextualized situations and sources. The student uses the interpretive mode in communication
with appropriate and applicable grammatical structures and processes at the specified proficiency
levels. The student is expected to:
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Alyssa Morton
(D) compare and contrast cultural practices from authentic print, digital, audio, and audiovisual
materials.
What are you, the teacher doing? What are your students doing?
I will be collecting the cards. Students will be filling in a small Venn diagram
with what they remember about the lesson.

Self-Assessment
Review the holistic rubric to assess your work.

My grade: Review the Rubric

Justify/Explain your grade. Be specific. While Im sure I could have explained some
parts better, it doesnt get more student-centered than a lesson plan like this. Students
98 % get to do research, but not too much, and teach and learn from each other, and they
have every opportunity to be creative in presenting their findings.