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UTL640 Potter
Amy Toulouse
S.F. Austin High School / Austin Independent School District
Lesson 3 of 9

SelfEvaluation

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D.

Total

Comment:

15

Student Teacher: Amanda Juarez

Submitted Date / Time: 10/19/2016
Teach Date / Time: 10/21/2016
Subject / Level: French I (Novice)
Materials: Google Slides, Computer, Projector, Authentic Paris Metro Map, (30)
Printed Paris Metro Maps, (30) Vocabulary Handouts, (30) Code Decipher
Handouts, (30) Numeral Connect the Dots Handouts
Three Part Lesson objective(s): Using a Paris Metro map, students will be able
to speak and write the numbers 1-100 in pairs by identifying the address,
metro number and stop, and telephone number of 5 historical landmarks in
Paris. The students will then take turns in pairs, reading and listening to
various numbers from 1-100 to decipher three codes.
Stated Objective: The students will be able to speak and write the numbers 1-100 and
demonstrate how to use a Paris Metro map by identifying which metro lines and stops
they will need to take in order to get to any destination.

The Student Can Statements Include as many of the 5Cs below as possible.
Communication
Interpretive: The students will be able to read and use an authentic Paris Metro map to navigate their way to the
Sacred Heart Basilica, the Eiffel Tower, Les Catacombs, the Notre Dame Cathedral, and the Arch of Triumph.
Interpersonal: The students can exchange addresses and phone numbers using the numbers 1-100.
Presentational: Students will present to their peers in groups of 5 which metro lines and stops they need to take in
order to get 1 of 5 historical landmarks in Paris.
Culture: The students will analyze at an authentic Metro map of Paris. They will be able to demonstrate how the map is used by
Parisians by finding their way to the Sacred Heart Basilica, the Eiffel Tower, Les Catacombs, the Notre Dame Cathedral, and the Arch of
Triumph.
Connections: The students are using geographical skills by using a Paris Metro map to navigate their way to historical landmarks in
Paris. The students will also be able to identify parts of a map using their LOTE.
Communities: The students will be able to read and use a map of the Paris metro, which is also similar to other metro maps throughout
France, to navigate through the city if given the opportunity to travel.

The 5Es Plus 1 Lesson Sequence

ENGAGEMENT: When the students walk into the classroom, there will be a
projected picture of the Paris Metro Map, Navigo pass, and a metro ticket. The will be
asked to work with a partner to brainstorm 1-4 questions about how the map is used and
how much it costs to buy a ticket and a pass to take the metro. Then once class begins,
the students will look at a metro receipt and map that provides the answers to the
questions. After, the students will be able to look at an authentic map of the Paris metro
system, a metro ticket, and a Navigo Pass while the next activity begins.

UTL640 Potter
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During the exploration activity the teacher will provide a picture of the school and the
host familys apartment.
Estimated time: 5 minutes
TEKS COVERED
Example: TEKS:
114.22

(c) Knowledge and skills.

(3) Connections. The student uses the language to make connections with other subject areas and to
acquire information. The student is expected to:
(A) use resources in the language and cultures being studied to gain access to information;
What are you, the teacher, doing?
> The teacher is greeting the students as
they walk into the classroom.
> The teacher is walking around the
classroom checking for student participation.
> The teacher is listening to student
discussions to make sure they are on the right
track.
> The teacher will pass out the map of the
Paris metro, Navigo Pass, and the metro ticket.

What are your students doing?

> The students are working in pairs
to answer the questions.
> The students are writing down
how much it costs to buy a metro ticket
and a Navigo Pass.
> Each student will get to look at an
authentic map of the Paris Metro map,
Navigo Pass, and the metro ticket.

EXPLORATION:
The teacher will review with the class new vocabulary to talk about the content of the
metro map and new numbers starting from 69-100. Next, the students will explore a
model to analyze which metro lines the teacher needed to use to go to school CIEE
Institute Globale a Paris from her host moms apartment and back using the Paris Metro
Map. The teacher will guide the students through the map by having them identify the
metro lines and stops closest to each location.
Estimated time: 10 minutes
TEKS COVERED
Example: TEKS:
114.22 Level I & II

(c) Knowledge and skills.

(3) Connections. The student uses the language to make connections with other subject areas and to
acquire information. The student is expected to:
(A) use resources in the language and cultures being studied to gain access to information
What are you, the teacher, doing?
> The teacher is guiding the students through
the model by asking questions.
> While reviewing the vocabulary words and
numbers the teacher will ask the students to
identify the new words in the metro map.
> The teacher will ask the students to identify
where the home stay apartment is located on

What are your students doing?

>The students are identifying the
location of the host familys apartment
and the location of the school on the
metro map of Paris.
>The students are identifying the
closest metro lines and stops for both
locations.

UTL640 Potter
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the map and which metro line and stop is the

closest.
> Then the teacher will ask where on the map
the school is located and which metro line and
stop is the closest.
Stated Objective: The students will be able to speak and write the numbers 1-100 and
demonstrate how to use a Paris Metro map by identifying which metro lines and stops
they will need to take in order to get to any destination.

EXPLANATION: Using the map of the Paris metro, the students will work in
partners to brainstorm and discuss which metro lines and numbers are needed to get to
CIEE Institute Globale from the host familys apartment. The locations will also be given
an address in which the students will identify and take turns in pairs practice reading
aloud the addresses using numbers from 1-100.
Estimated time: 10 minutes
TEKS COVERED
114.22 Level I & II

(c) Knowledge and skills.

(3) Connections. The student uses the language to make connections with other
subject areas and to acquire information. The student is expected to:
(A) use resources (that may include technology) in the language and cultures being
studied to gain access to information; and
What are you, the teacher doing?
>Then the teacher will ask the students to
brainstorm the most logical metro lines and
stops they would need to get off at to get to
the school from the apartment, and vice versa.

What are your students doing?

>Using the metro map of Paris the
students will brainstorm in partners
which metro lines and stops are needed
to get to both destinations.

ELABORATION: Using a metro map of Paris, students will be asked to locate 5

historical landmarks such as the Sacred Heart Basilica, the Eiffel Tower, Les Catacombs,
the Notre Dame Cathedral, and the Arch of Triumph. They students will work in groups of
5 to identify the address, closest metro stops and lines, and what metro lines and stops
are needed in order to get there from a given point on the map. Each student will search
for one of five landmarks and present to their groups how to get there from a given point
on the map. (15 minutes)
In a new activity, the students will work in pairs to decipher 3 codes. Each number
represents a letter in which students will take turns reading aloud the numbers from 1100 while the other students writes down corresponding letter using the number they
hear. (15 minutes)
Estimated time: 30 minutes
TEKS COVERED
114.22 Level I & II

(c) Knowledge and skills.

3

UTL640 Potter
First Name LAST NAME

(1) Communication. The student communicates in a language other than English

using the skills of listening, speaking, reading, and writing. The student is expected to:
(A) engage in oral and written exchanges of learned material to socialize and to provide
and obtain information;
(B) demonstrate understanding of simple, clearly spoken, and written language such as
simple stories, high-frequency commands, and brief instructions when dealing with
familiar topics; and
(C) present information using familiar words, phrases, and sentences to listeners and
readers.
(3) Connections. The student uses the language to make connections with other subject
areas and to acquire information. The student is expected to:
(A) use resources (that may include technology) in the language and cultures being
studied to gain access to information; and
(B) use the language to obtain, reinforce, or expand knowledge of other subject
areas.
(5) Communities. The student participates in communities at home and around the world
by using languages other than English. The student is expected to:
(A) use the language both within and beyond the school setting through activities
such as participating in cultural events and using technology to communicate; and
(B) show evidence of becoming a lifelong learner by using the language for personal
enrichment and career development.

What are you, the teacher doing?

> The teacher is walking around the
classroom listening to student discussions to
check for student participation.
> The teacher will ask the students to
present to their peers according to the
landmarks. Les etudiants qui ont le numero 1,
la Notre-Dame, partagez votre reponse aux vos
groupes.
>The teacher is listening to student
explanations while checking for understanding.

What are your students doing?

> In groups of 5, the students will each
be assigned a land mark.
>The students will use the map of the
Paris metro to identify what metros are
needed to get to the locations.
>Once students are finished, students
will individually share how to get their
corresponding location.
> Students who are not presenting must
listen and write down the metro lines
and stops used to get to each group
members landmark.

EVALUATION: The students will be able to read a metro map of Paris and read
the numbers 1-100. Students will be evaluated during the group presentations, as they
share their responses on what metro lines and stops are needed to get to their location.
By completing the code activity students were able to effectively understand the
numbers 1-100 by listening and speaking the numbers correctly.
Estimated time: Ongoing
TEKS COVERED
114.22 Level I & II

(c) Knowledge and skills.

(1) Communication. The student communicates in a language other than English

UTL640 Potter
First Name LAST NAME

using the skills of listening, speaking, reading, and writing. The student is expected to:
(A) engage in oral and written exchanges of learned material to socialize and to provide
and obtain information;
(B) demonstrate understanding of simple, clearly spoken, and written language such as
simple stories, high-frequency commands, and brief instructions when dealing with
familiar topics; and
(C) present information using familiar words, phrases, and sentences to listeners and
readers.
(3) Connections. The student uses the language to make connections with other
subject areas and to acquire information. The student is expected to:
(A) use resources (that may include technology) in the language and cultures being
studied to gain access to information; and
(B) use the language to obtain, reinforce, or expand knowledge of other subject areas.

What are you, the teacher doing?

> The teacher is walking around the
classroom listening to student discussions,
checking for understanding.
> The teacher is listening to students
pronunciation of numbers during the code
activity.

What are your students doing?

> The students will explain to their
groups what metro lines one would use
to get to their corresponding landmark
from a designated location.
>During the code activity students will
take turns reading aloud the numbers
while their partner listens and writes
down the number they hear.

EXIT STRATEGY: The teacher will read aloud numbers to the class in which they
will use to decipher the last code. Once the teacher is finished the students must turn in
the message with the secret code.
Estimated time: 5 minutes
TEKS COVERED
114.22 Level I & II
(c) Knowledge and Skills
(1) Communication. The student communicates in a language other than English using
the skills of listening, speaking, reading, and writing. The student is expected to:
(B) demonstrate understanding of simple, clearly spoken, and written language such as
simple stories, high-frequency commands, and brief instructions when dealing with
familiar topics; and

What are you, the teacher doing?

> The teacher is reading aloud the numbers
while the students write down what they hear.
> The teacher will ask the students to share
the code as the teacher collects the students
codes before they leave the classroom.

What are your students doing?

>The students will write down the
numbers they hear.
> The students will turn say the code
and turn it in before leaving the
classroom.

UTL640 Potter
First Name LAST NAME

As an extension activity the students will be given a blank connect the dot chart with the
numbers 65- 100 in which they will be able to draw a sketch and write out the numbers
they used to make it. The students will then read the numbers aloud with a partner while
the other student listens and draws.