Mlle Beau

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United States - Tennessee - Nashville
Mlle Beau
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Students track conflict for each character while watching After watching, students answer a series of comparative, critical thinking, and response questions
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Included: 2 pop quizzes to be used as formative assessments during Bien Dit Chapter 6 Vocabulary 2
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Included: -Teacher-made quiz on Bien Dit Chapter 6 Vocabulary 2 + conjugating boire and prendre -Re-take of the quiz, with different answers/answers in different order, covering the same skills and vocabulary
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Create sentences by choosing a subject, verb, adjective, and noun. Practicing conjugation, article use, adjective placement and agreement.
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Students must decide whether 4 examples are irony, hyperbole, both, or neither
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Students create skits in which one interviews the other, including asking about their likes and dislikes. File includes criteria for skit, rubric, and instructions for students to peer evaluate, giving positive and constructive feedback.
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Worksheet with chart of 14 verbs (several regular -er; regular -ir, and avoir) and charts to fill in present tense conjugations
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Included -Charts with French and English of Bien Dit Chapter 6 Vocabulary 2. -Fill in the French vocab chart. Students use this when they first learn the vocabulary and then use it to study. -Fill in the English vocab chart. Students use this as a
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2 page worksheet includes -Conjugating regular -ir and -er verbs -Completing introduction conversation -Labeling and drawing pictures of food vocabulary -The partitive
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5-7 day unit plan, incl standards, high-probability strategies Objectives: • SWBAT understand elements of literature and apply them to film • SWBAT understand how analysis of EoL help us understand film
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Defines symbolism, includes several examples and discussion questions How to explain a symbol in literature; I do/We do/You do Activity: choose a symbol to represent yourself and explain why
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Word sort (to cut out) with French verbs (-er, -ir, and avoir) and their English meanings. Students would match the French and English. Each language is in a different font.
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Pre-reading/Activating question Space for quotes/notes on race in A1S1 and page number Leveled post-reading questions Space to design Fences set
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Vocabulary worksheet covering Chapter 1 in Bien Dit French book--Greetings, subject pronouns, classroom vocabulary. Students write in French vocabulary across from the English (already written) to fill in a chart. My students hold onto these to
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Worksheet asks students to draw 4 people (could be classmates, cartoon characters, etc.) and write the following information about them, in full sentences: - Introduce the character. - Tell how old they are. - Tell 2 things they like to do, and 1
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Asks students to use index (page numbers from Bien Dit, can be changed) to find information about adjectives, then summarize and prioritize information. Then, asks students to draw a picture dictionary combining clothing nouns and adjectives.
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Label pictures of people in clothes Draw pictures of people in clothes listed
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For each season, draw a picture of a person wearing appropriate clothing. Write two sentences describing what you wear in that season. Modified version: draw a picture of a person wearing appropriate clothing for the season, then list the clothing
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Pre-reading/Activating question Space for quotes/notes on race in A1S2 and page number Leveled post-reading questions
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Dialectical Journal worksheet, with samples of Not Scorable, 1, 2, 3, and 4. Scoring criteria clearly explained in directions.
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TEACHING EXPERIENCE

I graduated the Boston University School of Education and College of Arts and Sciences in 2013, then spent a year substitute teaching in the Hartford, CT area. For the last two years, I have been teaching high school in Nashville, TN. Last year, I taught English. This year I teach French 1.

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