Final 693 Wts 7 8 Rebeca Arndt

Blending Performance Based Learning and Assessment with Total Physical Response (TPR)
Rebeca Arndt
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standards 7 and 8
EDUW 693 Instructional Design and Assessment
Ryan Ourada, Instructor
November 1, 2017
Wisconsin Teacher Standard (WTS) 7: Teachers are able to plan different kinds of lessons
The teacher organizes and plans systematic instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
Knowledge. (a)The teacher understands learning theory, subject matter, curriculum development,
and student development and knows how to use this knowledge in planning instruction to meet
curriculum goals. (b) The teacher knows how to take contextual considerations (instructional
materials, individual student interests, needs and aptitudes, and community resources) into account
in planning instruction that creates an effective bridge between curriculum goals and students'
experiences. (c)The teacher knows when and how to adjust plans based on student responses and
other contingencies.
Dispositions. (a.) The teacher values both long-term and short-term planning. (b). The
teacher believes that plans must always be open to adjustment and revision based on student
needs and changing circumstances.
Performances. As an individual and a member of a team, the teacher selects and creates
learning experiences that are appropriate for curriculum goals, relevant to learners, and based
upon principles of effective instruction (e. g. that activate students prior knowledge, anticipate
preconceptions, encourage exploration and problem-solving, and build new skills on those
previously acquired).
Wisconsin Teacher Standard (WTS) 8: Teachers know how to test for student progress
The teacher understands and uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical development of the learner.
Knowledge. (a)The teacher knows how to select, construct, and use assessment strategies
and instruments appropriate to the learning outcomes being evaluated and to other diagnostic
purposes.
Dispositions. The teacher values ongoing assessments as essential to the instructional
process and recognizes that many different assessment strategies, accurately and systematically
used, are necessary for monitoring and promoting student learning.
Performances. The teacher appropriately uses a variety of formal and informal assessment
techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks,
projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his
knowledge of learners, evaluate students progress and performances, and modify teaching and
learning strategies.
Assessment of Student Performance Related to Targeted Student Learning Objective(s)
Our classrooms schedule is composed of 47 minutes of instruction every other day, with
five classes unfolding on a two weeks period on A days and B days format. Each class unrolls
according to a rigorous performance based curriculum, which aligns with the course map, pacing
map, content standards as well as schools and districts expectations. My detailed daily learning
plans, originated in the curriculum adopted, as well as the activities procedures tie in with the
central focus of each lesson, content standards, the student learning goals while considering prior
academic knowledge and misconceptions or misunderstanding on my students population
intellectual development.
Performance based instruction emphasizing delivering curriculum in a more practical way
that leads to better student performance while providing meaningful tasks for students to
accomplish in the classroom employing skills that require work in domains such as phonemic
awareness, phonics and word study, reading fluency, comprehension strategies, handwriting,
spelling and high frequency word/ sight word study with a strong vocabulary element. Vocabulary
is taught directly accentuating the meaning of the words and reinforced through practice reading
and in various contexts.
Conform to T1(1st term) results available on Artifact C1 96% of my students were
proficient in understanding and using French vocabulary. Artifact C1 reflects my groups
performance for the month first term while Artifact C-2 illustrates the envisioned performance of
my group after the TPR mini-unit will be blended into my current instruction. Confiding in the
Can do statements indicated in the groups profile, my students are in the beginning receptive-
imitative stage of learning basic French vocabulary, therefore students would benefit from
instruction and practice in the skills of acquiring general and domain-specific vocabulary as well
as exploring word relationships.
Pre-assessments
Self-assessment of Instruction Related to WTS and Targeted Student Learning Objectives
For Wisconsin Teacher Standard (WTS) 7, I attempt to illustrate that I organize and plan
systematic instruction based upon knowledge of subject matter, students, the community, and
curriculum goals, while for Wisconsin Teacher Standard (WTS) 8, I undertake the pursuit of
exposing my competency of understanding and utilizing formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social, and physical development of
the learner.
This year I am working outside a traditional classroom, therefore I will be referring in this
paper at my previous French teaching position, in a Midwestern middle school, where I taught
French I and French II to 96 students, ages 12 to 14 with 58 girls and 38 boys (7th and 8th graders).
Most of my students heritage was Caucasian American, however within my classes I welcomed
African-American and Hispanic students (mostly from Mexico), students with Asian ancestry
(Filipino and Indian) as well as students with Barkanic background (Albanian). My classes were
ethnically, culturally diverse due to the varied array of ethnicities and cultures presented as well
linguistically diverse, as I had students in my classes that already spoke two different languages
and two different dialects while enrolled in a language class.
The classes I taught unfolded on a length of 47 minutes, on an every-other day basis
following A and B days. My students have a various range of competences, yet it is a group with
quite of a unique set of special needs and skills, as I have in my class speakers of other languages,
Exceptional Student Education (ESE) as well as students with Emotional Behavioral Difficulties
(EBD), therefore I am determined to seek out information about new instructional practices and
strategies to implement in my instruction to enhance my students language learning skills, in
addition to my current practices. I am currently employing a performance- based- curriculum
adjusted to the needs of my students, -however I am researching ways of incorporating in my
instruction new techniques which will complement the curriculum in place.
I selected three essential WTS 7 descriptors to work as controllers on my journey to provide
effective instruction in foreign language acquisition through explicit instruction in French
vocabulary together with as many opportunities as possible to hear and speak the language
throughout the day. The performance criterion referring to my skills of selecting and creating
learning experiences that are appropriate for curriculum goals, relevant to learners interconnects
with my research question which explores instructional practices and strategies relevant in second
language acquisition with my 7 and 8 grade students.
For WTS 8, I selected one performance descriptors to direct my research and
implementation. This descriptor addresses uses a variety of formal and informal assessment
techniques as special attention must be given to selecting appropriate assessing tools to be used
with my students in order to to enhance (my)knowledge of learners, evaluate students progress
and performances, and modify teaching and learning strategies. I believe that the most effective
teaching begins with the strengths and needs of the specific students you teach and how can one
teach effectively is assessment is not correctly build in the instructional practice. As the students
competencies are assessed, specific strategies and techniques that are needed are chosen to
reinforce and expand skills while formal and informal assessment is constantly performed to
evaluate learning outcomes and/or for diagnostic purposes. Fundamental components for adequate
second language instruction includes teaching explicitly concepts and vocabulary, teaching
phonics and study words, reading appropriate texts for achieving fluency and comprehension while
their competencies and skills are involved for the students to become increasingly independent and
skillful.
I chose one main knowledge descriptor which emphasizes on my capacity to knows how
to select, construct, and use assessment strategies and instruments appropriate to the learning
outcomes being evaluated and to other diagnostic purposes. As I acknowledge the great impact
of second language instruction in the 21st, I come to realize that instruction must provide
meaningful contexts for communicating that are interesting enough to keep the attention of
students and fun enough to keep them highly motivated. Therefore, I guided my exploration of
adequate research that had been previously conducted in the domain of methodologies for learning
world languages while considering the whole brain. Additionally, I strive to align instructional
design, delivery, and assessment to achieve standardized objectives that meets my learners needs,
especially since some of my students have exceptional learning conditions while examining
research-based practices for increasing student achievement.
The instructional design of my courses is based on three modes of communication, as
defined by the American Council on the Teaching of Foreign
Languages (ACTFL) Performance Guidelines for K-12 Learners, that are used in
the performance-based assessment: the interpretive mode, the presentational mode, and the
interpersonal mode while considering school and district performance-based evaluation, district
and teachers expectations and the diverse array of the learners needs.
In terms of instructional delivery, the course I teach is solidly anchored in research-based
practices and designed around ACTFL proficiency scale, an assessing tool Developed by the
Federal Government's ILR. The American Council of Teaching Foreign Languages provides a
great deal of guidance, especially at the lower levels (Novice Low, Mid and High) of proficiency
usually achieved in foreign language learning. In parallel, both courses French I and II are divided
into units which identifying course content goals and Can-do-Statements. Each unit commences
with a unit overview that presents a synopsis of the targeted content on three modes
of communication: the interpretive mode both in listening and reading, the presentational mode,
person to person, and the interpersonal mode both speaking and writing. Furthermore, the
overview encompasses vocabulary that will be covered during the respective unit, a grammar/
structure section as well as the cultural element tied into the respective unit. All lessons plan
identifies teaching practices appropriate to selected learning theories specifically focus on the
selected content goals.

Instructional assessment of my students learning and performance unfolds as
performance-based summative and formative evaluation that is now gives to students on a regular
basis. I believe that is a wonderful opportunity to measure and showcase each child's ability to
read, listen, speak, and exchange information in French while employing scoring rubrics supplying
valuable evidence to document each student's progress over the course of the year. The scoring
rubric used as a qualitative and descriptive method in the assessment process is mostly a guideline
that define the characteristics of different levels of performance using scoring or judging a
performance through the performance of a task.
I am convinced that my current teaching practice divides the development of instruction
into the distinct areas of planning, delivery, and evaluation as the pedagogical model I follow
encompasses certain vital fundaments. Mainly the learners knowledge and skills required at the
end of the unit are communicated in advance through the units overview, second through this
performance based approach there is a perpetual identification of what is taught and learned
thought the Can-do-Statements supporting in parallel assessment. Thirdly, my involved and
constant collaboration in instructional planning with other foreign language in combination with
the student centered designed of each unit and a detailed analysis of content goals provides a
platform that aligns planning with delivery.
Although I strongly believe in the curricula currently implemented in my classroom, I
continue to research ways to improve my student participation and revamp the learning
environment, therefore I have reflected upon my personal foreign language learning experience
and began examining an instructional method that I experienced while studying German language,
level A1-A2, in Germany, a method employing a variety of comprehensible input (CI) tools to
present high-frequency vocabulary and to foster meaningful context for communication without
the use of explicit grammar explanations, memorization, or drills. My idea is to possibly implement
elements from Total Physical Response (TPR) into my current instruction, delivery and assessment
in order to address a critical issue of fluency and motivation while teaching to the whole brain in
fun, engaging and active way.
Assessment of Learning Environment While Learning Targeted Objective(s)
Inquiries into how my classroom ambiance and classrooms learning environment influences
my students performances led me to conduct a classroom climate survey containing nine items,
assessing both students performances and learning environment. As my students are in first grade,
I designed an easy to answer survey (Artifact D-1) displaying three choices of possible answers
yes, no and sometimes, each option being embellished with a smiley face (, ), which should
each student select the answer they believe to fit the question. The survey was confidential, and
students had to circle the answer they thought appropriate to each question. To my consternation
for item eight My teacher makes lessons fun, 71% answered no and only 41% answered yes
to item for Our class stays busy and does not waste time. Only 51% believe that In this class,
we learn a lot almost every day.
In my opinion, I schedule within my instructional fun activities, however the results suggest
that my students believe that I need to design a more fun game plan which will keep them
engaged and learning. While I envision designing a didactic plan targeting vocabulary growth
using entertaining elements that will captivate students and keep them engaged and focused on
learning, I cannot but address the behavioral component of my group, which influences
dramatically learning and overall classroom environment. Due to the unique distribution of special
needs among the group of students I work with, I need to assesses individual and group
performance in order to design instruction that meets learners current needs while use(ing)
differing theories, and methods of inquiry in (my) teaching.
Essential Question to Guide Learning Process and Growth
The self-reflection above shows my outlook on various aspects of my teaching practice
correlated to instructional design, delivery, and assessment to achieve standardized objectives
while meeting the diverse needs of learners and improving foreign language fluency and
motivation; however, my objective is to focus particularly on aligning current instructional design,
delivery, and assessment and blending current curricula with another method of instruction used
in foreign language acquisition which accentuates movement and supports teaching to the whole
brain while benefiting all my students, especially my students with special needs.
My learning goal, stated as an essential question to guide research, draws its wording from
both WTS 7 and WTS 8: What type of systematic instruction based upon knowledge of ()
students, () and curriculum goals can additionally support my performance based curricula
while using current rubrics as formal and informal assessment strategies to evaluate and ensure
the continuous intellectual, social, and physical development of the learner?
Synthesis of Research
I chose to research one of the methods commonly used in language learning for young
learners with short attention span, learners that need to move and have various learning styles:
Total Physical Response (TPR). I was first introduced to this learning method while learning
German language at Henkeshlungen in Stuttgart, Germany, in a classroom composed of adult
learners of various ethnicities and speakers of an impressive number of different language, except
German. I remember that from the very beginning our language instructor spoke only German as
employing TPR method 95% to 98% of instruction. Communication was made in the target
language, even when questions were addressed in English, a language that the instructor obviously
understood., the answers were given in German. I remember feeling at times that the method itself
is quite ridiculous and I wont be able to learn German this way, however, with our instructors
staggering amount of repetitions of key words and phrases in a 45-minute class, with plenty of
drawings and other visual support, with acting out, exaggerations and mimic, enabled me and my
colleagues to grasp very fast concepts in the targeted language.
I become intrigued to learn more about Total Physical Response, a language teaching
method built around the coordination of speech and action, and ways of incorporating this method
into my current instruction. TPR is a compelling language teaching method to learn about, as it
attempts to teach language through physical (motor) activity, creating a platform where learning
is physical, tangible, with activities and games, ideal for kinesthetic, visual and auditory learners
constantly on the move, constantly in need to move and express themselves. There is substantial
research conducted in the domain of foreign language learning suggesting that explicit instruction
produces positive outcomes as Norris and Ortega (2000) state: the current state of findings within
this research domain suggests that treatments involving an explicit focus on the rule governed
nature of L2 structures are more effective than treatments that do not include such a focus. In
agreement with this conclusion is Spada and Tomita (2010) who believe that explicit instructions
outcomes are considerable gains with both simple and complex concepts, but it also resulted in
greater gains as evidenced by precise posttest results. Instruction is explicit if rules (deductive and
metalinguistic) are explained and incorporated into the instruction and focuses mainly on
knowledge about language and how the language can be used.
Simultaneously, there had been made considerable investigation in regard to implicit
instruction and implicit learning. According to Standler and Frensch (1994), learning is implicit
when the learning process is unaffected by intention (p. 423), with other words implicit learning
unfolds through implicit instruction using context and relevant examples of certain target
structures delivered in a way that the learners extract meaning out of. In his investigations about
the implications of implicit instruction on the development of receptive and productive knowledge
in L2, De Jong (2005) concluded that there is "an effect of the direction of processing
(comprehension or production)" (p. 227), however despite the variety of measures, no firm
conclusions can be drawn as to the type of knowledge implicit or explicitthat was acquired
(p. 229).
Although comparative work on implicit and explicit instruction clearly conducted by
renowned researchers, many questions remain to be addressed, especially since it is obvious that
learners would benefit from a blended instructional model as both types of knowledge (implicit
and explicit knowledge) may also develop simultaneously during instruction according to
DeKeyser (2009). As the current instructional method employed in my classroom is mainly
designed to stimulate explicit processing and knowledge, a fusion of explicit performance based
instruction with incidental or implicit meaning-based instruction might constitute a relevant
approach in improving foreign language proficiency with my middle school learners.
Total Physical Response is a language teaching method developed over forty years ago by
Dr. James Asher, an emeritus psychology professor and former associate dean at San Jose State
University who conducted intensive research on language learning in 1960. In his book: Learning
Another Language through Actions, 6th edition, Asher the originator of the of the Total Physical
Response (TPR) reveals information about fundamental concepts on which this powerful linguistic
method is based upon such as the priority of developing comprehension in a second language
through a similar process that children acquire their first language. Throughout his observations,
research and writings, Dr. Asher hypothesize that language is primarily learned by listening and
gradually and naturally internalizing the patterns and sounds of the target language. Secondly, Dr.
Asher accentuates the importance of the degree of engagement of right hemisphere in language
learning as understanding or comprehension takes place in Wernicke's area located in the temporal
lobe. Additionally, he addresses the magnitude of a stress-free environment while language
learning as the teacher who provides opportunities for learning though movement, active routines
and engaging activities, is the model and the director. This method based on the coordination of
language and physical movement is a model of the comprehension approach to language teaching
mainly through listening, active involvement of the learners in the language and engagement in
reacting to it. Grammar is rather experienced than explicitly taught and the transition to speaking,
reading and writing is gradually effectuated.
As I compiled information gathered from valuable groundwork of renowned researchers to
help me design my research action plan that will be composed of creating a fusion instructional
approach blending current performance based method with (TPR) to support my foreign language
students academically, I have chosen to offer special attention to create a well-balanced TPR unit
that will be in harmony with the school and districts expectations.
Professional Implications of Research
My essential question to lead my research was What type of systematic instruction and
assessment based upon knowledge of () students, () and curriculum goals can additionally
support my performance based curricula while using current rubrics as formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social, and physical
development of the learner?

As a new foreign language teacher in the North American school system, I was not entirely
familiar with most up to date strategies and techniques employed in second language acquisition.
However, due to my research on this topic, as well as personal exposure with elements of this
topic, I have opted for making use of a blending instructional approach encompassing performance
based curricula used collaboratively with total physical response (TPR) strategy.
My teaching practice will be slightly modified in terms of providing to all my students,
with various learning styles and needs, easily disengaged, active and often stressed, a platform
where they can successfully be involved in the learning process and actively involved in the
education curriculum. I plan to incorporate into my current lessons a comprehensive, yet effective
TPR mini-unit, designed around the childrens book Le Camlon Mli-Mlo by Eric Carle, a book
about a chameleon whose life seems not very exciting until he discovers that he can not only
change color, but also change size and shape. Not only that this book contains repetitive elements,
a rich vocabulary of animals, colors, shapes and sizes, but fundamental concepts needed for
description of self which will tie in beautifully with the unit planned in curricula: Qui-suis-je?.
Additionally, the book ends with a powerful message to a young audience: Be yourself! which
I believe to be of great importance to my middle school learners, who struggle to find themselves.
I envision that my teaching practice will be enriched through the implementation of the
TPR strategy composed 10 minutes mini-lessons aiming to unfold during regular class period, at
the beginning of each class, following a specific instructional target. Through this novel strategy,
my students will gradually be exposed with repetitive verbal structure, French vocabulary while
being actively engaged in learning through progressive activities involving exhibit specic,
attainable goals.
Research-based Action Plan

Action Plan Summary Outline
1. Revise my current performance based curricula and identify the central focus of the
unit: The central focus for the content in the learning segment is the exploration of
French language necessary in communicating personal physical and personality
description as well as simple likes and dislikes.
2. Design a new unit employing the Total Physical Response strategy that will align with
the central focus of the unit Qui-suis-je? as well as with the performance standards
A.5. Comprehension: Students will ask for repetition and repeat to ensure
understanding and B.1. Listening: Students will understand spoken language on
familiar topics that has strong visual support.
3. Simultaneously the newly created TRP unit will connect the objectives and goals of
student learning in Interpretative-Listening domain by understanding when someone
describes themselves or someone else and understanding simple questions about myself
or someone else as well as in Interpretative-Reading domain by understanding some
basic personal information found in short readings.
4. Each TRP mini-lesson unfolding on a 10 minutes length, will encompass engaging
content design around the childrens book Le cameleon mli-mlo by Eric Carle
supported by various visual and auditory material to address the occurrence of a
specific left-brain learning.
Anticipated Implementation
I have high hopes that my students will be more motivated to learn French and feel
less pressure in class through the implementation of my revised instructional approach. Prior
to the envisioned implementation of my newly designed TPR mini unit, my students

exhibited lack of motivation and showed signs of stress during class. However, these
predicted adjustments to my instructional strategy and implicitly to my classrooms learning
environment prior to the occurrence of insufficient interest in the class should decrease the
likelihood of stress in students taking my class.
Keeping in mind the needs of all my students, my planning and implementation of
appropriate TPR modifications followed a specific path. This plan had as a goal the
enrichment of listening and comprehension skills employing an instructional method that
combines performance based approach with total physical response elements in a
complimentary manner. In agreement with my research into the most efficient strategies for
increasing student engagement, lessening stress while teaching to the whole brain and
improving the academic success of my foreign language students, I am incorporating into
my current lessons (Artifact A1) TPR components (Artifact B1) to create a wholesome
program aimed to achieve a high level of achievement.
Anticipated Outcomes
My main prognosis for the predicted delivery of the systematic instruction and
curriculum goals to be implemented in my classroom is positive. I predict the overall class
performance on the performance standards Interpersonal A.5. Comprehension: Students will ask
for repetition and repeat to ensure understanding and Interpretative B.4. Listening: Students will
understand spoken language on familiar topics that has strong visual support of all my middle
school students will improve.
As stated earlier, the purpose of the new adjustments into my planning and instructional
delivery is to improve my students listening and comprehension skills while providing quality
instruction aligned with the district goals and objectives to promote professional learning. This
will allow me to continually grow as an educator and learn new techniques to improve my
instructional practices and methods.
The artifacts that will support my envisioned implementation of my improved content
planning and instructional delivery are created according to specific content standards, guided by
student learning objectives and anchored in students prior knowledge, while considering
developmental approximations, misconceptions, partial understandings, or misunderstandings and
common errors. Artifact A-1 shows typical lesson plans and practices before this learning process
while artifact B-1 shows improvements the TPR enhanced lesson plan associated with the
instruction, delivery and assessment and practices connected to the targeted objectives.
Throughout my envisioned implementation of the TRP mini unit, I predict that my
students on listening and comprehension skills in the targeted language will increase considerably.
Although my student population is varied and includes students with ADHD, speakers of other
languages, Exceptional Student Education (ESE), and Emotional Behavioral Difficulties (EBD), I
postulate that the new instructional practices and strategies implemented in my instruction,
delivery and assessment will enhance my students language abilities.
Post-assessment: Reflection
Rooted in WTS 7 and WTS 7, my essential question that guided my research was: What type of
systematic instruction and assessment based upon knowledge of () students, () and
curriculum goals can additionally support my performance based curricula while using current
rubrics as formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner?. I analyzed this question from the
perspective of all middle school students, however offering special attention to research that
addressed whole brain learning while producing and enhancing motivation for my students.
My targeted learning objective was aligned with Danielsons Model Domain 3:
Instruction, Component 3 c Engaging Students Learning:
Student engagement in learning is the centerpiece of the Framework for
Teaching; all other components contribute to it. When students are engaged in
learning, they are not merely busy, nor are they only on task. Rather, they
are intellectually active in learning important and challenging content. The
critical distinction between a classroom in which students are compliant and
busy and one in which they are engaged is that in the latter, students are
developing their understanding through what they do. That is, they are engaged
in discussion, debate, answering what if? questions, discovering patterns,
and the like. They may be selecting their work from a range of (teacher-
arranged) choices, and making important contributions to the intellectual life
of the class. Such activities dont typically consume an entire lesson, but they
are essential components of engagement. A lesson in which students are
engaged usually has a discernible structure: a beginning, a middle, and an end,
with scaffolding provided by the teacher or by the activities themselves.
Student tasks are organized to provide cognitive challenge, and then students
are encouraged to reflect on what they have done and what they have learned.
That is, the lesson has closure, in which teachers encourage students to derive
the important learning from the learning tasks, from the discussion, or from
what they have read. Critical questions for an observer in determining the
degree of student engagement are What are the students being asked to do?
Does the learning task involve thinking? Are students challenged to discern
patterns or make predictions? If the answer to these questions is that students
are, for example, filling in blanks on a worksheet or performing a rote
procedure, they are unlikely to be cognitively engaged. In observing a lesson,
it is essential not only to watch the teacher but also to pay close attention to
the students and what they are doing. The best evidence for student
engagement is what students are saying and doing as a consequence of what
the teacher does, or has done, or has planned. And while students may be
physically active (e.g., using manipulative materials in mathematics or making
a map in social studies), it is not essential that they be involved in a hands-on
manner; it is, however, essential that they be challenged to be minds-on..
My personal greatest learning from the entire process was the research component, from
which I extracted valuable information for my current project, as well for my future career as a
teacher.
What Worked or should work
1. It worked to construct my artifacts, following all the helpful research materials,
templates and models available.
2. It served me immensely to have my instructors support along the road of learning this
valuable skill of composing my own research project.
3. It served me well to have built my project around a former existing class, having a
specific situation to refer to, analyze and evaluate.
4. It helped having a strong curriculum already designed to build around and improve it.
5. It helped having access to an online library to gather my research materials.

What Did Not Work or may not work
1. The results of the envisioned implementation might be too flexible considering it will
be an innovative strategy to use in my classroom. The terms of the envisioned implementation
might fluctuate as I am trying to find the best possible way to introduce in my classroom a new
classroom management strategy.
2. Due to the uniqueness of the exceptional condition that this implementation is targeted
towards, unpredicted consequences might unfold. My students might react differently that I
expect them to react to the new strategies and I must consider that things might not always run
smoothly.
3. The implementation might need to be readjusted according to the response from the
students. I will be extremely open to receiving my students feedback and modify certain pieces,
so it fits the needs of my students.
My Next Steps
1. I plan to apply the strategies presented in this research paper with my middle school
students and be receptive to their needs and the feedback they provide me. I envision that my
implementation will be successful.
2. Learn to align Wisconsin Teacher Standards 7 and 8, Danielson Model as well as
Targeted Student Learning Objectives with essential question for all my lessons for French.
This research had been a learning experience for me as I gained a wealth of knowledge in
procedures and expectations in a school setting, I learned throughout this course that the
information I acquire can be applied to other areas as well and are not necessarily adherent only to
one single topic.

References
Akakura M. 2012. Evaluating the effectiveness of explicit instruction on implicit and explicit L2
knowledge. Language Teaching Research 16(1) 937
Asher, J. (2003). Learning Another Language through Actions (6th edition). Los Gatos 3-1
De Jong, N. (2005). Can second language grammar be learned through listening? An experimental
study. Studies in Second Language Acquisition, 27, 205 234.
DeKeyser, R., & Juffs, A. (2005). Cognitive considerations in L2 learning. In E. Hinkle (Ed.),
Handbook of research in second language teaching and learning (pp. 437 454)
Godfroid A., 2016.The effects of implicit instruction and explicit knowledge development. Studies
in Second Language Acquisition, 2016, 38, 177 215
Naeini N., Shahrokhi M..2012. Relationship between Gender and Vocabulary Teaching
Methodology among Iranian EFL Children: A Comparison of TPR and Direct Method. Advances
in Language and Literary Studies. 7 No. 1; February 2016
Norris, J. & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and
quantitative meta-analysis. Language Learning 50(3), 417528
Norris, J. & Ortega, L. (2001). Does type of instruction make a difference? Substantive findings
from a meta-analytic review. Language Learning (51), 157 213
Spada, N. & Tomita, Y. (2010). Interactions between type of instruction and type of language
feature: A meta-analysis. Language Learning 60(2), 263308
Stadler, A., & Frensch, A. (1994). Whither learning, whither memory? Behavioral and brain
science (17), 423 424

Examples of Artifacts
Artifacts A 1: Qui suis-je? Two weeks plan of Performance Based Approach
Artifact A1 enclosed a comprehensive yet detailed lesson plan that will unfold throughout
two weeks of instruction, between the 16th and 17th week of school. This learning segment
encompasses for each lesson a central focus of the lesson, content standards that the lesson will
address, students learning objectives, prior academic knowledge and conceptions and
developmental approximations, misconceptions, partial understandings, or misunderstandings
and common errors. Each lesson is composed by a total of 47 minutes dieted into launch,
introduction, structured practice and application and closure. Additionally, each lesson plan
comprises specific differentiation and plan support elements, students interactions, what ifs, as
well as theoretical principles and/or researchbased best practices.
Unit Title: Qui suis-je? (Who I am?)
Grade Level: 7 grade, Level Novice-Low

Learning Central Focus
Central Focus The central focus for the content in the learning segment is the
exploration of French language necessary in communicating personal
physical and personality description as well as simple likes and dislikes.
Content Standards PERFORMANCE STANDARDS.
Interpersonal. Beginning Novice-Low:
A.1. Conversations: Students will carry on a short conversation about
their physical appearance and personality.
A.5. Comprehension: Students will ask for repetition and repeat to
ensure understanding.
Interpretative (Listening and Reading) Beginning Novice-Low:

B.1. Listening: Students will understand spoken language on familiar
topics that has strong visual support
B.4. Reading: Students will comprehend the main idea of selected, short
authentic written materials
Presentational. (Speaking and Writing) Beginning Novice-Low:

C.2. Speeches: Students will write and present a short narrative about
themselves
C.3. Directions: Students will give simple commands and make requests
of another person or group verbally or in writing
Culture. Beginning Novice-Low

D.2. Cultural activities: Students will participate in and learn about age-
appropriate cultural activities such as famous sports/dances.
D.4. Historical influences: Students will identify reasons
for different patterns of interaction such as how popular
music/dances in the target culture are similar/different
than whats popular in the U.S.
Student Learning By the end of this unit students will be able to:
Goal(s)/ Interpretative-Listening:
Objective(s) -understand when someone describes themselves or someone else;
- understand simple questions about myself or someone else.
Interpretative-Reading:
- understand some basic personal information found in short readings.
Interpersonal
- answer questions about physical characteristics, personality and simple
likes and dislikes;
- ask questions to find out basic information about someone else.
Presentational Speaking
-describe myself including personality and physical characteristics;
- describe someone else including age, personality, and physical
characteristics.
Presentational Writing
- write about myself including my personality & physical characteristics;
- can write about someone else
including their age, personality, and physical characteristics.
Cultural
-students will participate in and learn about age-appropriate cultural
activities such as famous sports/dances.
Prior Academic Students have previously learned greeting, introduction, numbers,

Knowledge and telling and asking age, location, phone number, birthday, time, date,
Conceptions likes and dislikes. They have been exposed to the subject pronouns as
well as to the verbs avoir(to have) and tre(to be) as well of how to
express likes and dislikes.
Necessary to support the learning of this new skills and concepts is the
correct usage of the verbs to be and to have in order to create coherent
and correct sentences with the new vocabulary in the lessons. Students
also need to know the difference between the feminine and masculine
subject pronouns, identify these pronouns and correctly use them in
complete sentences.
Developmental In terms of intellectual development students in 7 grade, ages between
Approximations, 12 and 13 years, go through the critical cognitive stage called the formal
Misconceptions, operational stage which involve an increase in logic, the ability to use
Partial deductive reasoning and to understand abstract ideas.
Understandings, or Children at this cognitive stage are competent of inspecting multiple
Misunderstandings possible solutions to problems and think more complexly about the
and Common world around them therefore the content of this unit is developmentally
Errors appropriate for this age group.
Common errors of students related to the central focus of this unit which
revolves around new vocabulary is pronunciation therefore special
attention will be given to phonemic awareness and rules of French
pronunciation.
Daily short phonic lessons will be inserted into the lessons to address
this error.
Students are capable of making the distinction between masculine and
feminine versions of adjectives and will, with practice become
consistent in making the proper choices to describe themselves and their
classmates.
Lesson [ 1]: total time: 47 minutes

.
Student By the end of this lessons students will be able to:
Objective Interpersonal Comprehension:
- Students will ask for repetition and repeat to ensure understanding
including their age, personality, and physical characteristics
Launch Greeting:-Bonjour mes lves!
7 Minutes -Bonjour madame professeur !
Students begin class with the bell work en route that incorporates
previous learned vocabulary.
Thy are given five minutes to finish their work while volunteers will
go up to the Smart Board and fill up the sheet with the correct
answers.
Instruction In order to engage students into developing understanding of the

20 Minutes lessons objective, an I can statement is written on the board prior to
the lesson is presented and the I can statement is shared with the class
for example:
Je peux me presenter avec 5 adjectifs (I can describe myself using
5 adjectives).
In addition to this, students will have at their disposal a bubble sheet
with all I can (Je peux) statements and each time they gain a new
skill and prove their new skill, their bubble will be stamped with
Super or Bien. This way students can keep track of their progress
throughout the unit. Sample:
Beginning Language Level 1 (A)
UNIT 2: Who Am I?
Name: Class Period:
I can say three I can say three

(3) things (3) things I can tell
about my about my my hair color.
appearance. personality.
I can tell I can tell my

my eye color. age.
Instruction will start with about 10 minutes of interactive work with

the new vocabulary of the unit Qui suis-je?/Who I am through
flashcards made with the picture and the French word on the side and
the English word on the side. See link: https://www.goconqr.com/en-
US/p/3979219
In order to meet all students needs, even the ones of the students
who better learn from word lists, a new vocabulary list will be given
Le vocabulaire (Unit:Quis suis je, Le vocabulaire)
After the new vocabulary was introduces and students practiced the
pronunciation for each word a few times, a short phonics lessons will
be given (students will be handed a prepared note with this rules of
pronunciation)
The short phonics lesson will include:
final letter "e" is normally not pronounced, the preceding consonant
is pronounced.
Final consonants are usually silent, except when a French word
ends in C, R, F or L (the letters in CaReFuL), the final letter
is pronounced.
*(I will not add that this rule doesnt work if the final letter is a e, b, k
or q though. But since b, k and q are almost never used as final
letters in French, the CaReFuL works in most cases. I believe will be
confusing for the students to introduce this new exception from the rule)
Letter "h" is never pronounced

Liaison rule: when a French word ends with a consonant and the
next begins with a vowel or a silent "h" the final consonant joins the
following vowel to form a complete syllable. The pronunciation in
this situation can be different: consonants "s" and "x" are pronounced
as /z/ (mesamis)
I will be modelling the correct pronunciation of the new vocabulary
words, ask the students to repeat the words and try to incorporate
movements with the new vocabulary (for example when learning the
adjective belle (pretty) students will be taught the word in sign
language.
In order to determine if the students are meeting the intended
learning objectives, the bubble sheet will be used as a formative
assessment. Example:
UNIT 2: Who Am I?
Name: Class Period:

I can tell I can say my

my eye color. age.
Structured Students will be engaging in a interpersonal speaking activity where they
Practice and will have to tell their name, age, where they are from, important personality
Application and physical characteristics of you and your friend.
15 Minutes Students will be working with their shoulder partner having the following
prompt:
You and your best friend enjoy posting videos online and have decided to
attract a more international audience. You are planning to post a YouTube
video to introduce yourself and your best friend to the world. While you have
just begun learning French, it is amazing how much you can already say.
You decide to include:
Your names and ages;
where you are from;
5 important personality and physical characteristics of you and 5
important personality and physical characteristics of your friend.
Be sure to include anything else you want to share about yourself and your
best friend that you can already say in French.
Students will begin writing down the dialogue with their partner before the
actual speaking part. Students will interact and construct their dialogue.
Closure The lesson will end with a French culture short video regarding sports in
5 Minutes France.
Differentiation/ Special needs students will be provided a modified version of the bell work,
Planned vocabulary list of the day and the reading text. Also, these students will
Support receive more guidance during the interactive activity with the flashcards.
Teacher will be in their proximity when reading the text to make sure
students are following the text.
Regular checks for understanding will be made, directed towards special

needs students as well towards the entire classroom.
Additionally, offered as support a study guide for the unit was previously
emailed to all students who can as well benefit from after school support in
case they struggle with a certain concept or if there are any gaps in their
prior knowledge.
revolves around new vocabulary is pronunciation therefore special attention
will be given to phonemic awareness and rules of French pronunciation.
Daily short phonic lessons will be inserted into the lessons to address this
error.
Student The opportunity for students to work with partners will arise in the second
Interactions part of the lesson when students will be working with their shoulder partner
having the following prompt:
where you are from;
What Ifs It might happen that students have many questions or some part of the lesson
is unclear so we will have to go over some vocabulary words for more times
or reteach a certain lesson (maybe the verb to be) or subject pronouns, which
will take more time from the lesson then planned.
In order to meet the students needs I will adjust accordingly the lesson plan
and continue next time what I might not finish (for example the cultural
video).
Theoretical The learning tasks for this lesson are appropriate for the students because
Principles the lesson plan aligns with the ACTFL Proficiency Guidelines in regard to
and/or the description of what individuals can do with language in terms of
Research speaking, writing, listening, and reading in real-world situations in a
Based Best spontaneous and non-rehearsed context.
Practices First proficiency level: Novice Low is going to be the base of the entire
hierarchy of levels in which each level subsumes all lower levels.
The Guidelines are not based on any particular theory, pedagogical
method, or educational curriculum. They neither describe how an individual
learns a language nor prescribe how an individual should learn a language,
and they should not be used for such purposes. They are an instrument for
the evaluation of functional language ability.
Aside of the ACTFL Proficiency Guidelines I use the ACTFL
Performance Descriptors for Language Learners in order to describe
language performance that is the result of explicit instruction in an
instructional setting, create performance tasks targeted to the appropriate
performance range, while challenging learners to also use strategies from the
next higher range and set realistic expectations at the summative assessment
level.
The teaching strategy employed in this lesson is a mix of direct approach

with TPR and ALM, however when giving instructions and explaining a
cultural related concept or even I do Speak English with my students in order
to assure that they fully understand me.
Materials For this lesson, the teacher needs a computer connected to internet, a Smart
Board, paper, a printer connected to the computer.
For this lesson students need their French file with all their papers and
previous words list and worksheets, a pencil and eraser.
Lesson [2]: total time: 47 minutes

.
Student
Objective By the end of this lessons students will be able to:
Interpretative-Listening:
-understand when someone describes themselves or someone else;
-describe someone else including age, personality, and physical
characteristics.
- understand some basic personal information found in short
readings.
Launch Greeting: -Bonjour mes lves!

Students begin class with the bell work en route that

incorporates previous learned vocabulary.
Thy are given five minutes to finish their work while
volunteers will go up to the Smart Board and fill up the
sheet with the correct answers.
In order to engage students into developing understanding
of the lessons objective, an I can statement is written on
the board prior to the lesson is presented and the I can
statement is shared with the class for example:
Je peux comprendre une lecture (I can understand a text).
In addition to this, students will have at their disposal a
bubble sheet with all I can (Je peux) statements and each
time they gain a new skill and prove their new skill, their
bubble will be stamped with Super or Bien. This way
students can keep track of their progress throughout the
unit. Sample bubble sheet:
UNIT 2: Who Am I?
Name: Class Period:

(3) things (3) things
about my about my
I can tell I can tell

my hair color. my eye color.
I can say my
age.
Instruction Instruction will start with about 10 minutes of interactive

20 Minutes work with the vocabulary introduced the previous class time
through flashcards made with the picture and the French
word on the side and the English word on the side. See link:
https://www.goconqr.com/en-US/p/3979219
After revising the vocabulary, students are going to go over

the phonics lesson from last time and review pronunciation
rules, and afterwards they will begin to read the text
Lecture, Qui-suis je presented in a power point.
Each student will receive a copy of the reader.
Qui suis-je?
Mlle Jolie: Bonjour, je suis Julie.

Jai quinze ans. Mon pre est
anglais et ma mre est franaise.
Alors je suis franaise et anglaise.
Je parle deux langues. Je parle
franais et anglais. Je parle
anglais avec ma famille et je parle
fraais avec mes amis. En general,
je parle beaucoup avec ma mre
parce quelle est gentile avec moi.
Mme Petite: Quel ge- a-t-elle? Ta
mre
Mlle Jolie: Elle a trente cinq ans. Elle est interssante et
travailleuse.Elle a les cheveux bruns et les yeux bleues.
Mme Petite: Et ton pre? Quel ge a-t-il?
Mlle Jolie: Il a trente huit ans. Mais je ne parle pas beaucoup
avec mon pre car il est trs souvent absent.
Mme Petite: O habites-tu?
Mlle Jolie: Jhabite en France, Paris exactement. Jhabite
avec mes parents et mon jeune frre Matthieu qui a dix ans. Je
nhabite pas dans une maison mais dans un grand appartement
dans le centre de Paris. Ma grand-mre habite Nice et ma
tante Lucie, la soeur de ma mre habite Paris.
Pour me presenter, je suis petite et blonde mais aussi
symphatique et amusante, souvent srieuse mais toujours
organis. Je naime pas faire du sport car je ne suis pas du tout
athletique.
Teacher will read slowly the text once, and afterwards each
student will read a slide at a time. After each student gets a
chance to practice his/her reading a re-teaching lesson will
be given on certain rules that were not followed during
reading, will be conducted.
Structured Students will finish working on their YouTube
Practice and assignment from previous class. They will be taking turns
Application introducing themselves and their shoulder partner, stating
15 Minutes their age and where they are from and describing
themselves using 5 adjectives and their partner using 5
adjectives as well.
Closure The lesson will conclude with a short video of French traditional
5 Minutes dance.
Differentiati Special needs students will be provided a modified version of the
on/ Planned bell work, vocabulary list of the day and the reading text.
Support Also, these special needs students will receive more guidance
during the interactive activity with the flashcards.
Teacher will be in their proximity when reading the text to make
sure students are following the text.
Regular checks for understanding will be made, directed towards
special needs students as well towards the entire classroom.
Additionally, offered as support a study guide for the unit was
previously emailed to all students who can as well benefit from
after school support in case they struggle with a certain concept or
if there are any gaps in their prior knowledge. In parallel, the
flashcards that we work daily in the classroom are available as
digital tool for students to use at home.
Common errors of students related to the central focus of this
unit which revolves around new vocabulary is pronunciation
therefore special attention will be given to phonemic awareness and
rules of French pronunciation.
For this reason, small phonics lessons are incorporated into the
daily routine or rules of pronunciations are renewed on a daily
basis.
Student The opportunity for students to work with partners will arise in the
Interactions second part of the lesson when students will be working with their
shoulder partner having the following prompt:
You and your best friend enjoy posting videos online and have
decided to attract a more international audience. You are planning
to post a YouTube video to introduce yourself and your best friend
to the world. While you have just begun learning French, it is
amazing how much you can already say. You decide to include:
where you are from;
Be sure to include anything else you want to share about yourself
and your best friend that you can already say in French.
What Ifs It might happen that students have too many questions or some
part of the lesson is unclear so we will have to go over some
vocabulary words for more times or reteach a certain lesson (maybe
the verb to be) or subject pronouns, which will take more time from
the lesson then planned.
It might be that we get caught into a conversation about current
local, national or international events (such as the terrorist attacks
in France, refugee crisis, etc.) so the time frame for our activities
gets changed.
In order to meet the students needs I will adjust accordingly the
lesson plan and continue next time what I might not finish (for
example the cultural video and/or part of the interpersonal speaking
activity).
Theoretical The learning tasks for this lesson are appropriate for the
Principles students because the lesson plan aligns with the ACTFL
and/or Proficiency Guidelines in regard to the description of what
Research individuals can do with language in terms of speaking, writing,
Based Best listening, and reading in real-world situations in a spontaneous and
Practices non-rehearsed context.
First proficiency level: Novice Low is going to be the base of
the entire hierarchy of levels in which each level subsumes all
lower levels.
The Guidelines are not based on any particular theory,
pedagogical method, or educational curriculum. They neither
describe how an individual learns a language nor prescribe how an
individual should learn a language, and they should not be used for
such purposes. They are an instrument for the evaluation of
functional language ability.
Performance Descriptors for Language Learners in order to
describe language performance that is the result of explicit
instruction in an instructional setting, create performance tasks
targeted to the appropriate performance range, while challenging
learners to also use strategies from the next higher range and set
realistic expectations at the summative assessment level.
The teaching strategy employed in this lesson is a mix of direct
approach with TPR and ALM, however when giving instructions
and explaining a cultural related concept or even I do Speak
English with my students in order to assure that they fully
understand me.
Materials For this lesson, the teacher needs a computer connected to internet,
a Smart Board, paper, a printer connected to the computer, scissors
to cut the bell work.
For this lesson students need their French file with all their papers
and previous words list and worksheets, a pencil and eraser.
.
Student By the end of this unit students will be able to:
Objective Interpretative-Listening:
Interpersonal

7 Minutes -Bonjour madame professeur!
Thy are given five minutes to finish their work while volunteers
will go up to the Smart Board and fill up the sheet with the
correct answers.
Instruction Lesson will start by having on the Smart Board the I can statements
20 Minutes
for the unit Je peux while they have a printed version of the
bubble sheet on their desk.
Teacher will address the students the question Que-est ce que tu
peux dire/demander?(What can you say/ask?) and students take
turns proving their knowledge so far.
For each bubble that they demonstrate that they mastered the skills
they will receive a stamp with Super or Bien as well as the
classroom applause.
UNIT 2: Who Am I?
Name: Class Period:

I can ask what

I can tell
I can my age. someone
my eye color.
looks like.
I can ask
I can ask I can ask
someone what
about someone what
their eye color
someones their hair color
is.
personality. is.
I can tell at
I can tell at least I can tell at
least three (3)
three (3) things least three (3)
things about
that I like to do. things that I
someones
dont like.
appearance.
I can tell at
I can tell
least three (3) I can tell
someones
things about someones
eye color.
someones hair color.
personality.
Following this activity teacher will have the students read again the
text introduced last time in order to build the students confidence for
reading and comprehension.
Each student gets to read a portion of the text; therefore the entire
text is read two or three times.
The text will contain the verbs avoir and have in singular,
therefore grammar will be as well taught inductively.
Structured
Practice Qui suis-je?
and
Applicatio Mlle Jolie: Bonjour, je suis Julie. Jai
n quinze ans. Mon pre est anglais et ma
20 Minutes mre est franaise. Alors je suis
franaise et anglaise. Je parle deux
langues. Je parle franais et anglais. Je
parle anglais avec ma famille et je
parle fraais avec mes amis. En
general, je parle beaucoup avec ma
mre parce quelle est gentile avec moi.
mre
Mlle Jolie: Elle a trente cinq ans. Elle
est interssante et travailleuse.Elle a les
cheveux bruns et les yeux bleues.
Mlle Jolie: Il a trente huit ans. Mais je ne parle pas beaucoup avec
mon pre car il est trs souvent absent.
Mlle Jolie: Jhabite en France, Paris exactement. Jhabite avec
mes parents et mon jeune frre Matthieu qui a dix ans. Je nhabite
pas dans une maison mais dans un grand appartement dans le
centre de Paris. Ma grand-mre habite Nice et ma tante Lucie, la
soeur de ma mre habite Paris.
Pour me presenter, je suis petite et blonde mais aussi symphatique et
amusante, souvent srieuse mais toujours organis. Je naime pas
faire du sport car je ne suis pas du tout athletique.
The content of the text, accompanied by pictures put together in a

document will be handed to the students for their records.
Students will highlight the verbs in document with a highlighter.
Students are familiar both with the verb etre/ to be, as they used
in sentences such asJe suis Tom or Je suis americain as wel
with the verb avoir/to have, as they used it in the sentenceJai
douze ans/Jai treize ans.
They are also familiar with the verb habiter/to live as they formed
sentences such Jhabite en Wisconsin and with the verb parler/
to speak as we so often use it in the classroom. When using the verb
parler I always use a hand motion so students understand me.
After students highlighted the verbs they will be the following
template to categorize all the verbs in the text:
tre(to be) Avoir(to have) Parler(to speak Habiter(to live)
With this activity will aid students to understand that after they
placed the suis under the verb etre they cant place the verb ai
under the same verb even if in English it means am but under the
verb avoir.
An explanation will be given to the students that in French, in order
to state age you use the verb to have so would pretty much mean
I have 12 years old if translated into English. However, that is one
of the secrets of French language.
Closure Students will continue this activity for the remainder of the class time.
_________
_ Minutes
Differentia Special needs students will be provided a modified version of the bell
tion/ work, vocabulary list of the day and the reading text.
Planned Also these special needs students will receive more guidance during
Support the interactive activity with the flashcards.
previously emailed to all students who can as well benefit from after
school support in case they struggle with a certain concept or if there are
any gaps in their prior knowledge. Also the flashcards that we work
daily in the classroom are available as digital tool for students to use at
home.
Common errors of students related to the central focus of this unit
which revolves around new vocabulary is pronunciation therefore
special attention will be given to phonemic awareness and rules of
French pronunciation.
For this reason small phonics lessons are incorporated into the daily
routine or rules of pronunciations are renewed on a daily basis.
Student Students will actively interact with the Smart Board while working
Interaction
on their Je peux statements. Lesson will start by having on the
s
Smart Board the I can statements for the unit Je peux while they
have a printed version of the bubble sheet on their desk.
classroom applause
What Ifs Time is always an issue when planning speaking activities and
involving students actively in the process of learning therefore it might
happen that we run out of time and not finish everything in the time
frame planned for a certain activity therefore we might be forced to
finish next time some of the lesson planned.
If questions and re-teaching has to be done we will again continue the

following class the part of the lesson that we did not completed in this
specific timeframe.
Theoretical The learning tasks for this lesson are appropriate for the students
Principles because the lesson plan aligns with the ACTFL Proficiency Guidelines
and/or in regard to the description of what individuals can do with language in
Research terms of speaking, writing, listening, and reading in real-world situations
Based Best in a spontaneous and non-rehearsed context.
Practices First proficiency level: Novice Low is going to be the base of the
entire hierarchy of levels in which each level subsumes all lower levels.
method, or educational curriculum. They neither describe how an
individual learns a language nor prescribe how an individual should
learn a language, and they should not be used for such purposes. They
are an instrument for the evaluation of functional language ability.
performance range, while challenging learners to also use strategies from
the next higher range and set realistic expectations at the summative
assessment level.
cultural related concept or even I do Speak English with my students in
order to assure that they fully understand me.
Materials For this lesson, the teacher needs a computer connected to internet, a
Smart Board, paper, a printer connected to the computer, scissors to cut
the bell work.
previous words lists and worksheets, a pencil and eraser.

Student Presentational Speaking
Objective -describe myself including personality and physical characteristics;
characteristics
Cultural

7 Minutes -Bonjour madame professeur!

correct answers.
In order to engage students into developing understanding of the
lessons objective, an I can statement is written on the board
prior to the lesson is presented and the I can statement is shared
with the class for example:
Je peux me presenter avec le verb etre et avoir (I can
describe myself).
Instruction Teacher and students are going to review the verb template used
8 Minutes the previous class time and go over the four main verbs
employed in the reader etre, avoir,habiter, parler stressing on
the verbs etre and avoir
Teacher is going to conjugate the verbs etre and avoir
verbally in singular form and asked the students to repeat with
her.
Structured Students will have the opportunity to practice what they learned
Practice last class and revised in the first part of the lesson in an activity
and with their shoulder partner.
Applicatio Students are split into two groups, one will use only the verb
n etre to describe themselves and the other group only the verb
25 Minutes avoir
Each student takes a turn asking the question: Comment est-
tu? Descrit toi sil te plat (How are you? Describe yourself
please)
His/her partner will answer using at least 5 adjectives.
After the answer is given, students switch roles and the one that
answered the questions get to ask the question while the other
student answers.
The students are meeting the intended learning objective described in
my objectives at the beginning of my lesson plan and an accurate
evaluation would be the activity they are engaged in which will assess
their interpersonal skills since students ask questions to find out
information about someone else as well as their presentational speaking
skills since they describe themselves including personality and physical
characteristics
Closure Students will read and discuss about popular sports in France, among
7 Minutes young people.
Planned Also, these special needs students will receive more guidance during
school support in case they struggle with a certain concept or if there
are any gaps in their prior knowledge. Also, the flashcards that we work
home.
For this reason, small phonics lessons are incorporated into the daily
routine or rules of pronunciations are renewed on a daily basis
Student Students will have the opportunity to practice what they learned
Interaction last class and revised in the first part of the lesson in an
s interactive activity with their shoulder partner.
Students are split into two groups, one will use only the verb
etre to describe themselves and the other group only the verb
avoir
please)
answered the questions get to ask the question while the other student
answers
If questions and re-teaching has to be done, we will again continue the

specific timeframe
Research terms of speaking, writing, listening, and reading in real-world
Based Best situations in a spontaneous and non-rehearsed context.
instructional setting, create performance tasks targeted to the
appropriate performance range, while challenging learners to also use
strategies from the next higher range and set realistic expectations at the
summative assessment level.
approach with TPR and ALM, however when giving instructions and
explaining a cultural related concept or even I do Speak English with
my students in order to assure that they fully understand me.
Materials For this lesson the teacher needs a computer connected to internet, a
the bell work.

characteristics

Students begin class with the bell work sonerie travail that
correct answers.
In order to engage students into developing understanding of the
lessons objective, an I can statement is written on the board
prior to the lesson is presented and the I can statement is shared
with the class for example:
Je peux me presenter et demander quelquun de se presenter (I
can describe myself and ask someone to introduce himself).
Instruction Instruction will start with about 5 minutes of interactive

10 Minutes work with the vocabulary introduced the previous class time
through flashcards made with the picture and the French word
on the side and the English word on the side. See link:
https://www.goconqr.com/en-US/p/3979219
After revising the vocabulary, we are going to go over the

phonics lesson and review pronunciation rules, as well as revise
the the verbs etre and avoir in singular form.
Structured Students will be working in pairs for the following activity.

Practice They will be using a device to record their speaking activity for
and themselves and their partner.
Applicatio
n
22 Minutes Students can practice what are they going to say in the
classroom and when they are ready to begin recording they can
go out of the classroom for quieter and privacy.
Once the recording was made students will email me the video
at rarndt@janesville.k12.wi.us

BEGINNING FRENCH (A)
UNIT 2 Assessment: Interpersonal Speaking
Learning Targets
I can answer questions about myself and/or someone else including age, persona
physical characteristics.
I can ask questions to find out basic information about someone else.
Proficiency Goal
Novice Novice Novice Intermediate
Low Mid High Low
Scenario
A French-speaking girl
or boy has recently
befriended you on your
Facebook page. You
have seen his/her
videos and would like
to introduce yourself
and get to know each
other on the web. You
have set up a time and
date to have your first
webcam conversation
in French. You want to
leave them with a great
first impression!
Since their profile page is empty you try to find out the following
information:
Age and birthday;
Nationality;
Personality characteristics;
Information about each of your best friends.
Closure Students will use the remainder of the class to finish their speaking
_________ activity
_ Minutes
are any gaps in their prior knowledge. Adittionally, the flashcards that
we work daily in the classroom are available as digital tool for students
to use at home.
Student The activity will provide
Interaction students with interpersonal
s interaction.
What Ifs If the students will take longer than the length of the class time, they
will be recording their video the following class during Sonerie
travail time.
the bell work.
previous words lists and worksheets, a pencil and eraser as well as a
Chromebook or other recording device such as phone with camera or
laptop with camera.
Artifacts B 1:Mini TPR Unit : Le cameleon meli-melo
Artifact B1 enclosed an improved comprehensive yet detailed lesson plan that will unfold
throughout two weeks of instruction, between the 16th and 17th week of school. This learning
segment encompasses for each lesson a central focus of the lesson, content standards that the
lesson will address, students learning objectives, prior academic knowledge and conceptions
and developmental approximations, misconceptions, partial understandings, or
misunderstandings and common errors. Each lesson is composed by a total of 47 minutes
dieted into launch, introduction, structured practice and application and closure. The enhanced
instruction will unravel during launch time, when a TPR mini-lesson will be presented instead
of the usual bell work entitled en route in French class. The highlighter portion of the lesson
plan reveal each step that the teacher and students will follow during TPR instruction and
assessment. Additionally, each lesson plan comprises specific differentiation and plan support
elements, students interactions, what ifs, as well as theoretical principles and/or research
based best practices.
Unit Title: Qui suis-je? (Who I am?)
Grade Level: 7 grade, Level Novice-Low

Learning Central Focus
Central Focus The central focus for the content in the learning segment is the
exploration of French language necessary in communicating personal
physical and personality description as well as simple likes and dislikes.
Content Standards PERFORMANCE STANDARDS.
Interpersonal. Beginning Novice-Low:
A.1. Conversations: Students will carry on a short conversation about
their physical appearance and personality.
A.5. Comprehension: Students will ask for repetition and repeat to
ensure understanding.

B.1. Listening: Students will understand spoken language on familiar
topics that has strong visual support
B.4. Reading: Students will comprehend the main idea of selected, short
authentic written materials
Presentational. (Speaking and Writing) Beginning Novice-Low:

C.2. Speeches: Students will write and present a short narrative about
themselves
C.3. Directions: Students will give simple commands and make requests
of another person or group verbally or in writing
Culture. Beginning Novice-Low

D.2. Cultural activities: Students will participate in and learn about age-
appropriate cultural activities such as famous sports/dances.
D.4. Historical influences: Students will identify reasons
for different patterns of interaction such as how popular
music/dances in the target culture are similar/different
than whats popular in the U.S.
Student Learning By the end of this unit students will be able to:
Goal(s)/ Interpretative-Listening:
Objective(s) -understand when someone describes themselves or someone else;
Interpersonal
- answer questions about physical characteristics, personality and simple
likes and dislikes;
characteristics.
including their age, personality, and physical characteristics.
Cultural
Prior Academic Students have previously learned greeting, introduction, numbers,

Knowledge and telling and asking age, location, phone number, birthday, time, date,
Conceptions likes and dislikes. They have been exposed to the subject pronouns as
[consider this to be well as to the verbs avoir(to have) and tre(to be) as well of how to
a typical class, if express likes and dislikes.
you are not
currently in a Necessary to support the learning of this new skills and concepts is the
teaching correct usage of the verbs to be and to have in order to create coherent
assignment] and correct sentences with the new vocabulary in the lessons. Students
also need to know the difference between the feminine and masculine
subject pronouns, identify these pronouns and correctly use them in
complete sentences.
Developmental In terms of intellectual development students in 7 grade, ages between
Approximations, 12 and 13 years, go through the critical cognitive stage called the formal
Misconceptions, operational stage which involve an increase in logic, the ability to use
Partial deductive reasoning and to understand abstract ideas.
Understandings, or Children at this cognitive stage are competent of inspecting multiple
Misunderstandings possible solutions to problems and think more complexly about the
and Common world around them therefore the content of this unit is developmentally
Errors appropriate for this age group.
revolves around new vocabulary is pronunciation therefore special
attention will be given to phonemic awareness and rules of French
pronunciation.
Daily short phonic lessons will be inserted into the lessons to address
this error.
Students are capable of making the distinction between masculine and
feminine versions of adjectives and will, with practice become
consistent in making the proper choices to describe themselves and their
classmates.
Lesson [ 1]: total time: 47 minutes

.
Student By the end of this lessons students will be able to:
Objective Interpersonal Comprehension:
B.1. Listening: Students will understand spoken language on familiar topics
that has strong visual support
including their age, personality, and physical characteristics
-Aujourdhui nous allons faire quelque diffrentOn va lire un livre!
Le livre sappelle Le camlon mli-mlo.
Students will be introduced to the book Le cameleon mli-mlo;

I will show them the book and discuss the first page and author,
accentuating the word camlon.
I will introduce to the students all the animals in the book: the polar
bear, the flamingo, the deer, the elephant, the giraffe, the seal, the
fox, the fish, the turtle. The teacher will use pictures of animals
(Artifacts A1) and pass the laminated cards to the students after
verbally introducing the new word;
Afterwards the teacher will play a game with the students using
laminated cards (Artifacts A-2) that will be provided to all students;
the game is called Qui a./Who has? Generically the teacher stats
the game by asking Qui a le cerf?/Who has the deer? And the
students that have the picture with the deer raise their hand and reply
Jai le cerf/I have the deer
Instruction In order to engage students into developing understanding of the

17 Minutes lessons objective, an I can statement is written on the board prior to
the lesson is presented and the I can statement is shared with the class
for example:
Je peux me presenter avec 5 adjectifs (I can describe myself using
5 adjectives).
In addition to this, students will have at their disposal a bubble sheet
with all I can (Je peux) statements and each time they gain a new
skill and prove their new skill, their bubble will be stamped with
Super or Bien. This way students can keep track of their progress
throughout the unit. Sample:
UNIT 2: Who Am I?
Name: Class Period:

I can tell I can tell my

my eye color. age.
Instruction will start with about 10 minutes of interactive work with

the new vocabulary of the unit Qui suis-je?/Who I am through
flashcards made with the picture and the French word on the side and
the English word on the side. See link: https://www.goconqr.com/en-
US/p/3979219
In order to meet all students needs, even the ones of the students
who better learn from word lists, a new vocabulary list will be given
Le vocabulaire (Unit:Quis suis je, Le vocabulaire)
After the new vocabulary was introduces and students practiced the
pronunciation for each word a few times, a short phonics lessons will
be given (students will be handed a prepared note with this rules of
pronunciation)
The short phonics lesson will include:
final letter "e" is normally not pronounced, the preceding consonant
is pronounced.
Final consonants are usually silent, except when a French word
ends in C, R, F or L (the letters in CaReFuL), the final letter
is pronounced.
*(I will not add that this rule doesnt work if the final letter is a e, b, k
or q though. But since b, k and q are almost never used as final
letters in French, the CaReFuL works in most cases. I believe will be
confusing for the students to introduce this new exception from the rule)
Letter "h" is never pronounced

Liaison rule: when a French word ends with a consonant and the
next begins with a vowel or a silent "h" the final consonant joins the
following vowel to form a complete syllable. The pronunciation in
this situation can be different: consonants "s" and "x" are pronounced
as /z/ (mesamis)
I will be modelling the correct pronunciation of the new vocabulary
words, ask the students to repeat the words and try to incorporate
movements with the new vocabulary (for example when learning the
adjective belle (pretty) students will be taught the word in sign
language.
In order to determine if the students are meeting the intended
learning objectives, the bubble sheet will be used as a formative
assessment. Example:
UNIT 2: Who Am I?
Name: Class Period:

I can tell I can say my

my eye color. age.
Structured Students will be engaging in a interpersonal speaking activity where they

Practice and will have to tell their name, age, where they are from, important personality
Application and physical characteristics of you and your friend.
15 Minutes Students will be working with their shoulder partner having the following
prompt:
where you are from;
Students will begin writing down the dialogue with their partner before the
actual speaking part. Students will interact and construct their dialogue.
Closure The lesson will end with a French culture short video regarding sports in
5 Minutes France.
Differentiation/ Special needs students will be provided a modified version of the bell work,
Planned vocabulary list of the day and the reading text. Also, these students will
Support receive more guidance during the interactive activity with the flashcards.

case they struggle with a certain concept or if there are any gaps in their
prior knowledge.
Daily short phonic lessons will be inserted into the lessons to address this
error.
Student The opportunity for students to work with partners will arise in the second
Interactions part of the lesson when students will be working with their shoulder partner
having the following prompt:
where you are from;
What Ifs It might happen that students have many questions or some part of the lesson
is unclear so we will have to go over some vocabulary words for more times
or reteach a certain lesson (maybe the verb to be) or subject pronouns, which
will take more time from the lesson then planned.
and continue next time what I might not finish (for example the cultural
video).
Principles the lesson plan aligns with the ACTFL Proficiency Guidelines in regard to
and/or the description of what individuals can do with language in terms of
Research speaking, writing, listening, and reading in real-world situations in a
Based Best spontaneous and non-rehearsed context.
learns a language nor prescribe how an individual should learn a language,
and they should not be used for such purposes. They are an instrument for
the evaluation of functional language ability.
performance range, while challenging learners to also use strategies from the
next higher range and set realistic expectations at the summative assessment
level.

cultural related concept or even I do Speak English with my students in order
to assure that they fully understand me.
Board, paper, a printer connected to the computer.

.
Student
Objective By the end of this lessons students will be able to:
-describe someone else including age, personality, and physical
characteristics.
Interpersonal Comprehension:
Aujourdhui nous allons revoir la leon de hier. On va commencer avec
une petite valuation
MINI UNIT : Le camlon mli-mlo
Name: Class Period:
I can name I can name

I can ask
three (3) five (5)
Who has.
animals. animals.
After completing the mini formative assessment students will

be introduced to the colors within the book Le cameleon mli-
mlo;
I will revisit the first page of the book accentuating the word
couleur/color;
Furthermore, the teacher will introduce to the students all the
colors in the book: grey/red, orange, brown, yellow, green,
blue, purple and pink;
I will use pictures of animals (Artifacts A3) and pass the
laminated cards to the students after verbally introducing the
vocabulary-the colors;
Afterwards I will invite my students to color (Artifacts A-4 that

will be provided to all students;
Instruction Instruction will start with about 10 minutes of interactive work with
17 Minutes the vocabulary introduced the previous class time through flashcards
made with the picture and the French word on the side and the English
word on the side. See link: https://www.goconqr.com/en-
US/p/3979219
After revising the vocabulary, students are going to go over the

phonics lesson from last time and review pronunciation rules, and
afterwards they will begin to read the text Lecture, Qui-suis je
presented in a power point.
Each student will receive a copy of the reader.

Qui suis-je?
Mlle Jolie: Bonjour, je suis Julie. Jai quinze

ans. Mon pre est anglais et ma mre est
franaise. Alors je suis franaise et anglaise.
Je parle deux langues. Je parle franais et
anglais. Je parle anglais avec ma famille et
je parle fraais avec mes amis. En general, je
parle beaucoup avec ma mre parce quelle
est gentile avec moi.
Mme Petite: Quel ge- a-t-elle? Ta mre
Mlle Jolie: Elle a trente cinq ans. Elle est
interssante et travailleuse.Elle a les cheveux
bruns et les yeux bleues.
Mlle Jolie: Il a trente huit ans. Mais je ne parle pas beaucoup avec mon
pre car il est trs souvent absent.
Mlle Jolie: Jhabite en France, Paris exactement. Jhabite avec mes
parents et mon jeune frre Matthieu qui a dix ans. Je nhabite pas dans
une maison mais dans un grand appartement dans le centre de Paris. Ma
grand-mre habite Nice et ma tante Lucie, la soeur de ma mre habite
Paris.
Pour me presenter, je suis petite et blonde mais aussi symphatique et
amusante, souvent srieuse mais toujours organis. Je naime pas faire du
sport car je ne suis pas du tout athletique.
Teacher will read slowly the text once, and afterwards each student
will read a slide at a time. After each student gets a chance to practice
his/her reading a re-teaching lesson will be given on certain rules that
were not followed during reading, will be conducted.
Structured Students will finish working on their YouTube assignment from
Practice previous class. They will be taking turns introducing themselves and
and their shoulder partner, stating their age and where they are from and
Applicatio describing themselves using 5 adjectives and their partner using 5
n adjectives as well.
15 Minutes
Closure The lesson will conclude with a short video of French traditional dance.
________5
__ Minutes
Differentia Special needs students will be provided a modified version of the bell work,
tion/ vocabulary list of the day and the reading text.
Planned Also, these special needs students will receive more guidance during the
Support interactive activity with the flashcards.
Teacher will be in their proximity when reading the text to make sure students
are following the text.
case they struggle with a certain concept or if there are any gaps in their prior
knowledge. In parallel, the flashcards that we work daily in the classroom are
available as digital tool for students to use at home.
For this reason, small phonics lessons are incorporated into the daily routine
or rules of pronunciations are renewed on a daily basis.
Student The opportunity for students to work with partners will arise in the second part
Interaction of the lesson when students will be working with their shoulder partner having
s the following prompt:
where you are from;
5 important personality and physical characteristics of you and 5 important
personality and physical characteristics of your friend.
What Ifs It might happen that students have too many questions or some part of the
lesson is unclear so we will have to go over some vocabulary words for more
times or reteach a certain lesson (maybe the verb to be) or subject pronouns,
which will take more time from the lesson then planned.
It might be that we get caught into a conversation about current local, national
or international events (such as the terrorist attacks in France, refugee crisis,
etc.) so the time frame for our activities gets changed.
and continue next time what I might not finish (for example the cultural video
and/or part of the interpersonal speaking activity).
Principles the lesson plan aligns with the ACTFL Proficiency Guidelines in regard to the
and/or description of what individuals can do with language in terms of speaking,
Research writing, listening, and reading in real-world situations in a spontaneous and
Based Best non-rehearsed context.
learns a language nor prescribe how an individual should learn a language, and
they should not be used for such purposes. They are an instrument for the
evaluation of functional language ability.
Performance Descriptors for Language Learners in order to describe language
performance that is the result of explicit instruction in an instructional setting,
create performance tasks targeted to the appropriate performance range, while
challenging learners to also use strategies from the next higher range and set
The teaching strategy employed in this lesson is a mix of direct approach with
TPR and ALM, however when giving instructions and explaining a cultural
related concept or even I do Speak English with my students in order to assure
that they fully understand me.
Board, paper, a printer connected to the computer, scissors to cut the bell
work.
.
Student By the end of this unit students will be able to:
Objective Interpretative-Listening:
Interpersonal
Students begin class with a mini assessment
MINI UNIT 2: Le camlon mli-mlo
Name: Class Period:
I can name I can describe

I can name (5)
three (3) a flamingo
animals.
animals. using colour.
I can name
I can name
three (3)
five (5) colors.
colors.
After finishing the mini assessment students will be introduced

to the colors repetitive structure in Le cameleon mli-mlo:
Jaimerais bien/ I would love to
I will discuss the transformations that the chameleon goes
through using plasticized cards (Artifact A-5);
Furthermore, I will review the animals and colors and employing

descriptive adjectives for characters in the book;
Afterwards I will invite the students to color(A-6) that will be
provided to all students;
Finally, students will work in group of 3 with the final stage of

transformation of the chameleon (A-7).
Instruction Lesson will start by having on the Smart Board the I can statements
17 Minutes
for the unit Je peux while they have a printed version of the
bubble sheet on their desk.
classroom applause.
UNIT 2: Who Am I?
Name: Class Period:

I can ask what

I can tell
I can my age. someone
my eye color.
looks like.
I can ask
I can ask I can ask
someone what
about someone what
their eye color
someones their hair color
is.
personality. is.
I can tell at
I can tell at least I can tell at
least three (3)
three (3) things least three (3)
things about
that I like to do. things that I
someones
dont like.
appearance.
I can tell at
I can tell
least three (3) I can tell
someones
things about someones
eye color.
someones hair color.
personality.
Following this activity teacher will have the students read again the
text introduced last time in order to build the students confidence
for reading and comprehension.
Each student gets to read a portion of the text, therefore the entire
text is read two or three times.
The text will contain the verbs avoir and have in singular,
therefore grammar will be as well taught inductively.
Structured
Practice Qui suis-je?
and
Applicatio
n
20 Minutes
Mlle Jolie: Bonjour, je suis Julie. Jai
quinze ans. Mon pre est anglais et ma
mre est franaise. Alors je suis
franaise et anglaise. Je parle deux
langues. Je parle franais et anglais. Je
parle anglais avec ma famille et je
parle fraais avec mes amis. En
general, je parle beaucoup avec ma
mre parce quelle est gentile avec moi.
mre
Mlle Jolie: Elle a trente cinq ans. Elle
est interssante et travailleuse.Elle a
les cheveux bruns et les yeux bleues.
Mlle Jolie: Il a trente huit ans. Mais je ne parle pas beaucoup avec
mon pre car il est trs souvent absent.
Mlle Jolie: Jhabite en France, Paris exactement. Jhabite avec
mes parents et mon jeune frre Matthieu qui a dix ans. Je nhabite
pas dans une maison mais dans un grand appartement dans le
centre de Paris. Ma grand-mre habite Nice et ma tante Lucie, la
soeur de ma mre habite Paris.
Pour me presenter, je suis petite et blonde mais aussi symphatique
et amusante, souvent srieuse mais toujours organis. Je naime pas
faire du sport car je ne suis pas du tout athletique.
The content of the text, accompanied by pictures put together in a

document will be handed to the students for their records.
Students will highlight the verbs in document with a highlighter.
Students are familiar both with the verb etre/ to be, as they used
in sentences such asJe suis Tom or Je suis americain as wel
with the verb avoir/to have, as they used it in the sentenceJai
douze ans/Jai treize ans.
They are also familiar with the verb habiter/to live as they formed
sentences such Jhabite en Wisconsin and with the verb parler/
to speak as we so often use it in the classroom. When using the verb
parler I always use a hand motion, so students understand me.
After students highlighted the verbs they will be the following
template to categorize all the verbs in the text:
tre(to be) Avoir(to have) Parler(to speak Habiter(to live)
With this activity will aid students to understand that after they
placed the suis under the verb etre they cant place the verb ai
under the same verb even if in English it means am but under the
verb avoir.
An explanation will be given to the students that in French, in order
to state age you use the verb to have so would pretty much mean
I have 12 years old if translated into English. However, that is
one of the secrets of French language.
Closure Students will continue this activity for the remainder of the class time.
_________
_ Minutes
Differentiat Special needs students will be provided a modified version of the bell
ion/ work, vocabulary list of the day and the reading text.
school support in case they struggle with a certain concept or if there are
any gaps in their prior knowledge. Also the flashcards that we work
home.
Student Students will actively interact with the Smart Board while working
Interaction
on their Je peux statements. Lesson will start by having on the
s
Smart Board the I can statements for the unit Je peux while they
have a printed version of the bubble sheet on their desk.
peux dire/demander? (What can you say/ask?) and students take
classroom applause

specific timeframe.
Research terms of speaking, writing, listening, and reading in real-world situations
Based Best in a spontaneous and non-rehearsed context.
performance range, while challenging learners to also use strategies
from the next higher range and set realistic expectations at the
Materials For this lesson, the teacher needs a computer connected to internet, a
the bell work.

characteristics
Cultural

Students begin class with a mini assessment by reviewing the
animals and colors and employing descriptive adjectives for
characters in the book, as well as the repetitive structure
Jaimerais bien
Name: Class Period:

I can describe
I can name
I can name (5) a given animal
three (3)
animals. using
animals.
adjectives
I can say I I can name

I can name
would like seven (7)
five (5) colors.
to colors.
After finishing the mini assessment students will be introduced

to the entire content of Le cameleon mli-mlo;
I will use projector as well as exaggerations and voice inflection
to add comprehension to the content read.
Instruction Teacher and students are going to review the verb template used
5 Minutes the previous class time and go over the four main verbs
employed in the reader etre, avoir,habiter, parler stressing on
the verbs etre and avoir
Teacher is going to conjugate the verbs etre and avoir
verbally in singular form and asked the students to repeat with
her.
Structured Students will have the opportunity to practice what they learned
Practice last class and revised in the first part of the lesson in an activity
and with their shoulder partner.
Applicatio Students are split into two groups, one will use only the verb
n etre to describe themselves and the other group only the verb
25 Minutes avoir
please)
answered the questions get to ask the question while the other
student answers.
The students are meeting the intended learning objective described in
my objectives at the beginning of my lesson plan and an accurate
evaluation would be the activity they are engaged in which will assess
their interpersonal skills since students ask questions to find out
information about someone else as well as their presentational speaking
skills since they describe themselves including personality and physical
characteristics
Closure Students will read and discuss about popular sports in France, among
7 Minutes young people.
are any gaps in their prior knowledge. Also, the flashcards that we work
home.
routine or rules of pronunciations are renewed on a daily basis
Student Students will have the opportunity to practice what they learned
Interaction last class and revised in the first part of the lesson in an
s interactive activity with their shoulder partner.
Students are split into two groups, one will use only the verb
etre to describe themselves and the other group only the verb
avoir
please)
answered the questions get to ask the question while the other student
answers

specific timeframe
the bell work.

- describe someone else including age, personality, and physical characteristics

Students begin class with a mini assessment by reviewing the animals
and colors and employing descriptive adjectives for characters in the
book, as well as the repetitive structure Jaimerais bien
Name: Class Period:
I can describe
I can name
I can name (9) a given animal
five (5)
animals. using
animals.
adjectives
I can say I I can name I can name

would like seven (7) nine (7)
to colors. colors.
Furthermore, students will be exposed to a second read of the

book Le cameleon mli-mlo and invited to create their own
book using Artifact A-8.
Instruction Instruction will start with about 5 minutes of interactive work with
7 Minutes the vocabulary introduced the previous class time through flashcards
made with the picture and the French word on the side and the English
word on the side. See link: https://www.goconqr.com/en-US/p/3979219
After revising the vocabulary, we are going to go over the phonics

lesson and review pronunciation rules, as well as revise the the verbs
etre and avoir in singular form.
Structured Students will be working in pairs for the following activity.

Practice They will be using a device to record their speaking activity for
and themselves and their partner.
Applicatio Students can practice what are they going to say in the classroom and
n when they are ready to begin recording they can go out of the classroom
22 Minutes for more quiet and privacy
Once the recording was made students will email me the video at
rarndt@janesville.k12.wi.us

BEGINNING FRENCH (A)
UNIT 2 Assessment: Interpersonal Speaking
Learning Targets
I can answer questions about myself and/or someone else including age, persona
physical characteristics.
I can ask questions to find out basic information about someone else.
Proficiency Goal
Novice Novice Novice Intermediate Intermediate
Low Mid High Low
Scenario
A French-speaking girl or boy
has recently befriended you on
your Facebook page. You have
seen his/her videos and would
like to introduce yourself and
get to know each other on the
web. You have set up a time
and date to have your first
webcam conversation in
French. You want leave them
with a great first impression!
Since their profile page is pretty empty you try to find out the following
information:
Age and birthday;
Nationality;
Personality characteristics;
Information about each of your best friends.
Closure Students will use the remainder of the class to finish their speaking activity
_________
_ Minutes
Differentiat Special needs students will be provided a modified version of the bell work,
ion/ vocabulary list of the day and the reading text.
Planned Also these special needs students will receive more guidance during the
Support interactive activity with the flashcards.
Teacher will be in their proximity when reading the text to make sure students
are following the text.
emailed to all students who can as well benefit from after school support in case
they struggle with a certain concept or if there are any gaps in their prior
knowledge. Also the flashcards that we work daily in the classroom are
available as digital tool for students to use at home.
revolves around new vocabulary is pronunciation therefore special attention will
be given to phonemic awareness and rules of French pronunciation.
For this reason small phonics lessons are incorporated into the daily routine or
rules of pronunciations are renewed on a daily basis.
Student The activity will provide students with
Interaction interpersonal interaction.
s
What Ifs If the students will take longer than the length of the class time, they will be
recording their video the following class during Sonerie travail time.
Theoretical The learning tasks for this lesson are appropriate for the students because the
Principles lesson plan aligns with the ACTFL Proficiency Guidelines in regard to the
and/or description of what individuals can do with language in terms of speaking,
Research writing, listening, and reading in real-world situations in a spontaneous and
Based Best non-rehearsed context.
The Guidelines are not based on any particular theory, pedagogical method,
or educational curriculum. They neither describe how an individual learns a
language nor prescribe how an individual should learn a language, and they
should not be used for such purposes. They are an instrument for the evaluation
of functional language ability.
Aside of the ACTFL Proficiency Guidelines I use the ACTFL Performance
Descriptors for Language Learners in order to describe language performance
that is the result of explicit instruction in an instructional setting, create
performance tasks targeted to the appropriate performance range, while
challenging learners to also use strategies from the next higher range and set
The teaching strategy employed in this lesson is a mix of direct approach with
TPR and ALM, however when giving instructions and explaining a cultural
related concept or even I do Speak English with my students in order to assure
that they fully understand me.
Materials For this lesson the teacher needs a computer connected to internet, a Smart
Board, paper, a printer connected to the computer, scissors to cut the bell work.
For this lesson students need their French file with all their papers and previous
words lists and worksheets, a pencil and eraser as well as a Chromebook or
other recording device such as phone with camera or laptop with camera.
Artifact C-1
Artifact C1 represents data gathered during 1st term from my course 205107-21 French 7,
a class of 23 students who were formally assessed on their understanding and used of French
vocabulary. This particular artifact displays the results of a series of formative and summative
classroom assessments that reflect multiple ways by which students can demonstrate knowledge
and skills. Throughout the term ongoing classroom assessment of the local standards and
benchmarks appropriate was conducted and student were graded for their work on a scale 1-4. This
scale reflects students knowledge and skills and is continually employed to monitor student
progress toward the attainment of instructional objectives.
According to the table below, during term 1, 96% of the students were proficient in understanding
and using French vocabulary associated with the lessons presented.

Student Data Term 1
Grade :07
Course: 205107-21 French 7
Teacher: Rebeca Arndt
Period 2
Student 1 (A.B):
Student 2 (R.E):
Student 3 (A.C):
Student 4 (A.D):
Student 5 (J.E):
Student 6 (S.E):
Student 7 (P.E):
Student 8 (J.G):
Student 9 (A. G):
Student 10 (M. G):
Student 11 (M.H):
Student 12 (J.K)
Student 13 (H.K):
Student 14 (A.L):
Student 15 (K.M.):
Student 15 (T.P):
Student 16 (G.P):
Student 17 (V.S):
Student 18 (Z.S):
Student 18 (T.S.):
Student 19 (D.S):
Student 20 (C.T):
Student 21 (C.V):
Student 22 (C.W.):
Student 23 (J.W):
Results: 96% Proficient In understanding and using French

vocabulary
Artifact C-2
Artifact C2 represents a cluster of envisioned data that may be gathered during 2nd during term
from my course 205107-21 French 7, a class of 23 students who will be formally assessed on their
understanding and used of French vocabulary. This artifact displays the results of a series of
formative and summative classroom assessments that reflect multiple ways by which students can
demonstrate knowledge and skills. Throughout the term ongoing classroom assessment of the local
standards and benchmarks appropriate will be conducted and student will be graded for their work
on a scale 1-4. This scale reflects students knowledge and skills which will continually be
employed to monitor student progress toward the attainment of instructional objectives.
According to the table below, the envisioned prognosis during 2nd term, 100% of the students will
be proficient in understanding and using French vocabulary associated with the lessons presented.
Student Data Term 2
Grade :07
Course: 205107-21 French 7
Teacher: Rebeca Arndt
Period 2
Student 1 (A.B):
Student 2 (R.E):
Student 3 (A.C):
Student 4 (A.D):
Student 5 (J.E):
Student 6 (S.E):
Student 7 (P.E):
Student 8 (J.G):
Student 9 (A. G):
Student 10 (M. G):
Student 11 (M.H):
Student 12 (J.K)
Student 13 (H.K):
Student 14 (A.L):
Student 15 (K.M.):
Student 15 (T.P):
Student 16 (G.P):
Student 17 (V.S):
Student 18 (Z.S):
Student 18 (T.S.):
Student 19 (D.S):
Student 20 (C.T):
Student 21 (C.V):
Student 22 (C.W.):
Student 23 (J.W):
Results: 100% Proficient In understanding and using French vocabulary
Artifact D-1
Artifact D1 embodies a classroom climate survey given to my 7th grade students at the
beginning to 1st term. This survey was designed in order to assess perceptions of student-teacher
interaction and classroom climate. Factor analysis revealed a number of analytically distinct
dimensions of classroom climate: what the class is like in general, what the class is like for the
individual student, and what specific positive and negative teacher behaviors affect student
perception about classroom climate and their learning experience.
Classroom Climate Survey for 7tht grade

Directions: Please answer the following questions as honestly as you can.
1. My teacher makes me feel as if she really cares about me.

Yes
No
Sometimes
2. My teacher really tries to understand how students feel about things.
Yes
No
Sometimes
3. Students in this class treat the teacher with respect.
Yes
No
Sometimes
4. Our class stays busy and does not waste time.
Yes
No
Sometimes
5. My teacher has several good ways of explaining each topic we cover.
Yes
No
Sometimes
6. My teacher explains difficult things clearly.
Yes
No
Sometimes
7. In this class, we learn a lot almost every day.
Yes
No
Sometimes
8. My teacher makes lessons interesting.
Yes
No
Sometimes
9. My teacher checks that we understand when s/he is teaching us.
Yes
No
Sometimes

Final 693 Wts 7 8 Rebeca Arndt

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Blending Performance Based Learning and Assessment with Total Physical Response (TPR)

Saint Marys University of Minnesota

Schools of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standards 7 and 8

EDUW 693 Instructional Design and Assessment

Ryan Ourada, Instructor

matter, students, the community, and curriculum goals.

needs and changing circumstances.

Dispositions. The teacher values ongoing assessments as essential to the instructional

used, are necessary for monitoring and promoting student learning.

Assessment of Student Performance Related to Targeted Student Learning Objective(s)

academic knowledge and misconceptions or misunderstanding on my students population

and in various contexts.

Conform to T1(1st term) results available on Artifact C1 96% of my students were

proficient in understanding and using French vocabulary. Artifact C1 reflects my groups

as exploring word relationships.

Self-assessment of Instruction Related to WTS and Targeted Student Learning Objectives

exposing my competency of understanding and utilizing formal and informal assessment

and two different dialects while enrolled in a language class.

The classes I taught unfolded on a length of 47 minutes, on an every-other day basis

strategies to implement in my instruction to enhance my students language learning skills, in

addition to my current practices. I am currently employing a performance- based- curriculum

adjusted to the needs of my students, -however I am researching ways of incorporating in my

instruction new techniques which will complement the curriculum in place.

I selected three essential WTS 7 descriptors to work as controllers on my journey to provide

effective instruction in foreign language acquisition through explicit instruction in French

language acquisition with my 7 and 8 grade students.

For WTS 8, I selected one performance descriptors to direct my research and

with my students in order to to enhance (my)knowledge of learners, evaluate students progress

research-based practices for increasing student achievement.

The instructional design of my courses is based on three modes of communication, as

defined by the American Council on the Teaching of Foreign

In terms of instructional delivery, the course I teach is solidly anchored in research-based

selected content goals.

performance through the performance of a task.

I am convinced that my current teaching practice divides the development of instruction

thought the Can-do-Statements supporting in parallel assessment. Thirdly, my involved and

platform that aligns planning with delivery.

Although I strongly believe in the curricula currently implemented in my classroom, I

fun, engaging and active way.

Assessment of Learning Environment While Learning Targeted Objective(s)

we learn a lot almost every day.

differing theories, and methods of inquiry in (my) teaching.

Essential Question to Guide Learning Process and Growth

The self-reflection above shows my outlook on various aspects of my teaching practice

correlated to instructional design, delivery, and assessment to achieve standardized objectives

motivation; however, my objective is to focus particularly on aligning current instructional design,

the continuous intellectual, social, and physical development of the learner?

German language at Henkeshlungen in Stuttgart, Germany, in a classroom composed of adult

colleagues to grasp very fast concepts in the targeted language.

knowledge about language and how the language can be used.

Simultaneously, there had been made considerable investigation in regard to implicit

Although comparative work on implicit and explicit instruction clearly conducted by

DeKeyser (2009). As the current instructional method employed in my classroom is mainly

instruction with incidental or implicit meaning-based instruction might constitute a relevant

approach in improving foreign language proficiency with my middle school learners.

lobe. Additionally, he addresses the magnitude of a stress-free environment while language

reading and writing is gradually effectuated.

As I compiled information gathered from valuable groundwork of renowned researchers to

that will be in harmony with the school and districts expectations.

Professional Implications of Research

development of the learner?

My teaching practice will be slightly modified in terms of providing to all my students,