EVIDENCE #1: "Le Chocolat au Ghana" Lesson. Global chocolate trade in context of Fair Trade and production in Ghana including this article, video from TV5 Monde and a discussion sheet I designed.

DESCRIPTION: This lesson was for an AP French class at Middlebury High School in the winter of 2019. I arranged a teaching internship with Michelle Steele, referenced earlier in my portfolio, who is a high school French teacher. She tasked me with coming up with an 80 minute lesson plan to support the unit. Please see her unit overview here.

ANALYSIS/REFLECTION: The students made connections across content areas as I bridged the French language learning with economics, history and social justice. They were very interested in the idea of globalization which led to an in-depth discussion with the class and further lessons exploring it.

It is rewarding as teacher when one has this level of engagement. You feel like your students are absorbing and caring and it is making a difference. I plan to continue learning how to motivate those learners that are not so engaged to spur a love of learning. This evidence demonstrates my mastery of this standard because I provided and encouraged connections and meaningful output through relevant and authentic input. Learners had the opportunity to develop and practice their critical thinking skills to investigate and discuss the issue of Fair Trade Commerce in French.

EVIDENCE #2: "La Maison" Introductory Lesson for High School French I class. Introductory Home Unit Lesson Chronology , Communicative Learning Goals from Mme Steele aligning with AFCTL Learning Languages Standards.

DESCRIPTION: This is a class I prepared and led during my teaching internship at Middlebury High School in collaboration with Madame Steele. It was an 80 minute French I class. Madame Steele shared content with me to incorporate as well as giving me free rein to create learning activities as I saw fit. Below is the lesson outline I was going to project for the class and begin with a presentation. During the lesson, Madame Steele was doing speaking assessments in the adjoining room with individual students.

That morning, there was an internet glitch at the school, therefore, the digital presentation was skipped and we went analog 100%.

1. Presentation de Madame Maggie! Les Habitations en Afrique (see slide show adjacent/jointly created)
2. Introductions/ Unit - The House/Home Game (I created this motor/movement learning activity, (explained in detail in Teaching Standard #1 - Learner Development, Evidence #2). See "La Chambre" image adjacent).
3. Students - Have these materials out svp:(Students were previously given hard copies of these materials).
   1. unit 5 checklist
   2. GIANT vocab packet

4. Vocab Collage Activity - Let’s get creative! (I led students through the initial phases of a hands-on learning project incorporating multiple media).

ANALYSIS/REFLECTION: Working with Madame Steele on this lesson, I learned much about the World-Readiness Standards for Learning Languages as she had been using these. ACTFL Overview found here. This lesson encouraged learners to not only learn much new vocabulary related to the unit, but to show their understanding by participating in a team learning activity. The activity called for them to draw and label objects going with specific parts of the home on large sheets of paper I had previously taped up in different areas of the room. Relating to the theory of "Bloom's Taxonomy," the second level of learning is to understand, after remembering. Thus the actual writing and drawing of new words learned translated into this competency and provided an avenue for active intellectual engagement in a collaborative way.

The slide presentation, which was postponed due to a technical glitch, focused on dwellings in francophone countries, all in Africa.

The hands-on project they started was met with much enthusiasm. This was an individual project to be completed over the course of the unit focusing on the vast quantity of new vocabulary introduced. This evidence demonstrates my mastery of this standard because multiple learning activities encouraged students to engage in understanding, attempted to share a slide presentation related to homes in Africa and gave them a learning opportunity to begin their own vocabulary mixed-media project in order to show and consolidate their learning throughout the lesson.

Click here for Teaching Standard #9