Analysis+of+Informal+Assessment+MEGE

**MSU Student Name _____Megan Gelhar______________**
 * ANALYSIS MATRIX FOR INFORMAL ASSESSMENT**
 * Name of Unit ____Mon enfance_____________________________**


 * Lesson Objectives:**
 * 1. L’imparfait (past tense)**


 * 2. Vocabulary**

(18/19 students) Explain two important things you learned from today’s lesson  ||  10.5% (2/19 students)  ||   || # L’imparfait/Past tense conjugations
 * 3.**
 * **Question** || ** Percent of Students whose answers closely matched Objective 1 ** || ** Percent of Students whose answers closely matched Objective 2 ** || ** Percent of Students whose answers closely matched Objective ** **3** || **Patterns or Themes noted in students’ answers.** ||
 * **1. What is the main idea of today’s lesson?** || 94.7%


 * 1) When I was younger


 * 1) Past tense of actions

||  ||   ||   ||   || # I learned how to conjugate imparfait words and learned to say things that I did when I was younger
 * 1) Object and animal names
 * || ** Percent of Students who gave significant information ****. ** || ||  || **Examples of some answers**
 * **2.** Explain two important things you learned from today’s lesson Explain two important things you learned from today’s lesson Explain two important things you learned from today’s lesson **What are two important things learned?** Explain two important things you learned from today’s lesson Explain two important things you learned from today’s lesson Explain two important things you learned from today’s lesson || 68.4% (13/19 students)


 * 1) I learned how to conjugate verbs. I learned that to eat is an irregular verb. You have to put different endings on each word if it is feminine or masculine (like he, she, I, it).


 * 1) Etre and manger are among other verbs that are conjugated differently


 * 1) Liasons help determine if il/elle is plural or singular


 * 1) The French eat bunnies


 * 1) <span style="font-family: Arial,sans-serif;">How to conjugate verbs in past tense and how to ask past tense questions


 * 1) <span style="font-family: Arial,sans-serif;">The nous and vous forms of the imparfait, you drop the “e” as well as the –ons when conjugating

|| <span style="font-family: Arial,sans-serif;">(18/19 students) ||  ||   || # <span style="font-family: Arial,sans-serif;">L’imparfait-By doing the worksheet where we asked someone what they did when they were young.
 * 1) <span style="font-family: Arial,sans-serif;">L’imparfait and past tense
 * || ** Percent of students who identified unit ** ||  ||   ||  **Examples of answers that showed connection between lesson and unit.**  ||
 * **3. What is the unit we are studying?****What is the unit we are studying?** || <span style="font-family: Arial,sans-serif;">94.7%


 * 1) <span style="font-family: Arial,sans-serif;">We are studying past tense verbs. She went through them and gave us a worksheet to help us understand.


 * 1) <span style="font-family: Arial,sans-serif;">The PowerPoint helped me understand the conjugation of past reflexives.


 * 1) <span style="font-family: Arial,sans-serif;">Past tense verbs/actions- She explained it much more than I would have understood. I got the lesson and learned something new. ||
 * ||  ||   ||   ||  **List themes of student answers**  ||
 * **4. Things Student teacher did to help you learn?** ||  ||   ||   || # <span style="font-family: Arial,sans-serif;">DUWIT (Description, Usual/Habitual Action, Was-ing, Internal Process/Emotion, Time)


 * 1) <span style="font-family: Arial,sans-serif;">The PowerPoint presentation


 * 1) <span style="font-family: Arial,sans-serif;">Circulated the room and answered questions students had


 * 1) <span style="font-family: Arial,sans-serif;">The worksheet with the oral activity


 * 1) <span style="font-family: Arial,sans-serif;">Frequent repetition of new words


 * 1) <span style="font-family: Arial,sans-serif;">Easy to understand


 * 1) <span style="font-family: Arial,sans-serif;">Clear explanations

||
 * 1) <span style="font-family: Arial,sans-serif;">Matching vocabulary with pictures

**Student Survey: Reflection** In regards to the first question on the survey, only one student did not mention the first objective (imparfait). Instead, they wrote the second objective (vocabulary). I was not too surprised that only a couple students wrote down the second objective. The vocabulary was taught and the majority of the class had a solid grasp on it, but it was subliminal instruction. I feel that they did not realize this was part of the lesson just because they had not yet received a sheet with all their new vocabulary on it (as they did with the imparfait). On the PowerPoint, new vocabulary words were highlighted in a different color, so they definitely stood out. Even though most of them did not recognize vocabulary to be a learning objective, I still would not change anything in this aspect mainly because I know they are learning the words and most are able to reproduce vocabulary on their own when asked.

The second question on the survey was a little frustrating. Quite a few students left it blank. I heard a few say that they did not know how to explain what they know to a classmate. I told them to try their best to note a couple concepts. A few students were very bland with their answers and basically just restated the learning objectives. On the other end of the spectrum, there were several students who thoroughly answered and even pointed out the smaller things that we learned in class. For example, one student mentioned that they learned how to tell the difference between the singular and plural forms of il/ils just by listening to whether or not there is a liaison.

On the third question, many students said that the current unit is the imparfait. Technically the unit is titled “Mon Enfance (My Childhood)”, but the imparfait is a big part of this unit. I was not entirely sure how to decipher if their answer was correct or not. One student did answer that the unit is “what we did when we were young.” To make this clearer in the future, I would try getting the students more involved in the unit using Marti’s suggestion of having the students pretend they went to France and met their one true love and they want to tell them everything; including what they used to do in the past. I feel that this would have given the students more of an incentive to learn it and then they would better understand the use of the imparfait.

Many students stated that the PowerPoint helped them learn the imparfait. If I were to redo this lesson, I would continue to use the PowerPoint I created; however, I would break it up into smaller pieces and maybe even spread it out over a couple days. It was a long presentation and students were not as apt to repeat or volunteer about half way through. After the PowerPoint, I gave the students an oral activity. Each student had ten questions to ask their partner. They did not have much time to work on it in class and I believe that them having opportunities to converse with each other in French is extremely important. To redo this lesson, I would have broken up the PowerPoint into smaller chunks and then taken a five minute pause for students to do the oral activity. For example, during the first five minutes, I would ask them to ask and answer the first three questions. We would look at the questions as a class before they worked with a partner. That would give the class as a whole the opportunity to ask me questions on vocabulary they do not understand instead of me circulating and individually helping everyone. In the first section of French 2 that I taught that day, I made note of the vocabulary that gave them trouble. In the second section (the one that was surveyed), I wrote these words on the board to help them. Not everyone noticed that it was on the board so I was still asked for help. I feel that verbally stating the troubled vocabulary words as a class would have benefited all of them.

Overall, everyone had a good grasp on the concepts from that lesson and understood the main idea. There are a few things that I would change if I were to reuse this lesson plan in the future.