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5 minutes on quizlet. I will make a quizlet with a mix of regular ER verbs and etre and avoir. Students will be asked to complete 5 minutes on practice mode by the next class period.

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I want my students to recognize the building blocks to language so for closure we will identify words we know in a bigger paragraph. Since this is an entry level class, I will read a small paragraph in French and I do not expect the students to comprehend everything but we will go over the paragraph together and circle on the smart board where the verbs avoir and etre appear as well as conjugated ER verbs so the students get a visual representation of how important these verbs are in French.

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Post an engaging question that will guide the lesson and prompt critical thinking: Why are we beginning with these specific verbs? Why are we looking at language patterns?

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By the end of this lesson students will be able to conjugate all regular ER verbs as well as the irregular verbs etre and avoir.

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Something I like to do is use a number system and for this lesson after each break in the period, I will ask the students on a scale of 1-5 how comfortable they are with what they just learned and ask every student to hold up a number on their hand.

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This type of formative assessment connects to TQS 3F, "The teacher includes all students in individual and group activities".

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Students who want 3 points of extra credit can play two games on quizlet along with the quizlet assignment.

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Students will write their answers to this on a sticky note to hand me as the walk out: What was the most important thing you learned today? What questions do you still have?

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After providing students with guided notes, the class will learn conjugation songs. The first song is about endings for ER verbs and the second and third songs are for conjugations for etre and avoir. We will go one song at a time with teacher showing students the song and everyone then singing it together

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The quizlet is going to be continued work for the unit and will be applicable to information learned following this lesson.

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After the songs, students will break into groups and go through stations around the classroom. One station will have syllable buttons for the different conjugations for the verb etre and students will have to mix and match the syllables heard to create the correct conjugation for each way to conjugate. The second station will be the same but for the verb avoir. The third station will be a computer station and the students will work on conjuguemos for 10 minutes with a mix of regular ER verbs as well as avoir & etre. The fourth station is going to be a matching game on the floor with laminated cards I have made and there will be one for a regular ER verb, one for etre and one for avoir.

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The lesson summary of this lesson connects to TQS 1B, "The teacher provides instruction that enhances students' literacy skill development".

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The lesson summary connects to UDL guideline I, 2.1, "Clarify vocabulary & symbols", as well as 3.2, "Highlight patterns, critical features, big ideas and relationships".

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Exit ticket is also used as reflection for this lesson plan.

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The exit ticket of this lesson aligns with TQS 1A "Students discuss strengths and next steps regarding their learning with their teachers".

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The guided practice of this lesson connects to TQS 1D, "The teacher employs a variety of instructional strategies to address students' needs". It also connects to TQS 1E, "Students interact with materials that are relevant to them". Additionally, the guided practice connects to TQS 3A, "The teacher differentiates instruction". The guided practice also connects to TQS 3D, "The teacher uses available technology to facilitate classroom instruction".

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Leah Story - Draft of 3-5 focal student descriptions

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CAST (2011). Universal design for learning guidelines version 2.0. Wakefeld, MA

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CDE. Rubric for Evaluating Colorado Teachers.

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“Conjuguemos.” Conjuguemos.com, conjuguemos.com/teacher/library.

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Hamilton Middle School. (2024). Usnews.com.

https://www.usnews.com/education/k12/colorado/hamilton-middle-school-263431

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Leah Story - Draft of Lesson Plan's Responsiveness to Focal Students’ Needs (for final project)

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Little, William. “Chapter 5. Socialization – Introduction to Sociology – 1st Canadian Edition.” Opentextbc.ca, 6 Nov. 2014, opentextbc.ca/introductiontosociology/chapter/chapter5-socialization/.

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Responsiveness to focal students needs connects to TQS 2D, "The teacher adapts lesson plans to address individual student needs", and, "The teacher designs instruction to address learning needs of all students".

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Minero, Emelina. Flexible Classrooms: Making Space for Personalized Learning. 14 Feb. 2017.

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The exit ticket is an example of UDL Guideline III, 9.3, "Develop self-assessment and reflection".

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The guided practice connects to UDL guideline II, 4.2 "Optimize access to tools and assistive technologies", and to guideline III, 8.2, "Vary demands and resources to optimize challenge".

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In my paragraph for Anna, I mentioned that I would state to the class that while learning and singing the songs, they need to remember that their voice level should not get too crazy which connects to UDL guideline III, 7.3, "Minimize threats and distractions".

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My classroom design aligns with TQS 2A, "The teacher creates a classroom environment conducive to learning".

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Persaud, Ramona. “Why Learning Space Matters.” Edutopia, George Lucas Educational Foundation, 8 Sept. 2014, www.edutopia.org/blog/why-learning-space-matters-ramona-persaud.