A Semi-Detailed Lesson Plan in English 9

(Writing)
By: Clinton D. Zamora

I. Objectives:
At the end of 50-minute class discussion the Grade-8 students should be able to:
a. identify the coordinating conjunctions and its uses;
b. appreciate the importance of using coordinating conjunctions in literary pieces; and
c. write a biography essay of themselves using appropriate coordinating conjunctions
d. appreciate the story and portray the story by performing different task.

II. Subject Matter:

A. Topic: Literature: Seventh Grade by Gary Soto
B. Skill Focus: Writing (Compositional Skills)
C. Language Focus: Coordinating Conjunction
D. Values: Self-enhancement
E. References: Learning material grade 8 pp. 134-135
a. https://www.myenglishteacher.eu/blog/coordinatingconjuntion

III.Procedure:
A. Presentation Stage / Pre-writing Stage

I. MOTIVATION
Strategy: Puzzle

 The whole class will be divided into two groups, group one and group two.
 The teacher will give one envelope to each group containing a puzzle of images which
gives hint to what will be the topic for today. The images in the puzzle are shown below:
 Group one will arrange the left puzzle; meanwhile group two will solve the right puzzle.

 The image in the left showing an image of individuals helping each other, hinting the
word coordinating, on the other hand the right image hints the seven conjunctions. Thus,
creating a word coordinating conjunction.

II. PRESENTATION
 Unlocking Difficulties
 The teacher will present a power point presentation that contains coordinating conjunctions and its
examples.
 The teacher will present the different coordinating conjunctions and explain the uses of each.
Below are the conjunctions present in the PPT presentation
Teaching and Assessment of Macro Skills26
 For – I have to find a job, for I am unemployed.
And- She didn’t speak to anyone, and nobody spoke to her.
Nor – I don’t expect children to be rude, nor do I expect to be disobeyed.
But – They rushed to the hospital, but they were too late.
Or – I will go shopping, or I will go camping.
Yet- Kelly was a convicted criminal, yet many people admired her.
So- I was feeling hungry, so I made myself a sandwich.

 The teacher will then give the students an example of each coordinating conjunction used in a
sentence, to make sure that they’ve understood it perfectly.
 After that the teacher will give a copy of a short story entitled “Seventh Grade by Gary Soto”.
 The story is divided into three different parts and since there are three rows the first row will read the
first part, the second row will read the second part and for the third row will be the third part.
 Students must read it loudly altogether.

III. DISCUSSION
The teacher will ask the following questions:

1. Who is the author of the story?

2. What did you learn about the story?
3. What is the theme of the story?
4. What coordinating conjunctions are used in the sentences?
5. Give a sentence from the story that uses at least two coordinating conjunctions.
6. How important is coordinating conjunctions to the story?

 The teacher will then further discuss coordinating discussion give further explanation and more
examples for deeper understanding.
 The teacher will then ask for more concerns and questions, if the students have understood topic
very well and its uses, then they must proceed to the activity.

IV. APPLICATION

 This time the students will be divided into four groups by counting off.
 After that they will go to their respective groups silently.
 After the instruction they will be given 10 minutes to make their assigned tasks and after
that finish or unfinished they must perform it in front of the class.

Instruction: Each group assigned to make four different tasks. Group 1- Jingle making, Group 2-
Jazz chant, Group 3- Role playing and Group 4- Speech choir. You must portray the story
“Seventh Grade” by Gary Soto in your performance. In you script integration of coordinating
conjunctions is highly advised. Your grade will be rated depending on your performance and
how you utilize conjunctions in your script. You may start now!

Teaching and Assessment of Macro Skills27

 The teacher will assess the students work using the rubric below:

Integration of Conjunctions-30%
Neatness and Orderliness –15%
Cooperation and Teamwork-15%
Time Management-10%
Originality- 10%
Confidence-10%
Audience Reaction- 10%
Total-100%

V. GENERALIZATION
The teacher will ask the following questions:

1. Based on our discussion and activity, what have you learned?

2. What is coordinating conjunction?
3. What is the importance of coordinating conjunction in communicating?
4. In your opinion, can we communicate properly without coordinating conjunctions? Why or
why not?
5. What lessons did you learn from the story?
6. What is the new learning you acquired today?

VI. EVALUATION
Instruction: Write a biography essay about yourself. You can write anything as long as it’s about
you; example is your hobbies, likes and dislikes favourite sports and more. Note: Don’t forget to
include the things you learn about coordinating conjunctions and use it in your essay. Lastly your
essay must contain at least 300 words and must not exceed 500.

VII. ASSIGNMENT
Instruction: Since it’s weekend already and you will have a two day vacant, Saturday and Sunday
I don’t we make it fun? For your assignment you will make a video presenting propaganda, any
topic of your choosing is allowed and you will make it by pair. So you don’t have to count-off,
and your seatmates will be your pair. Just to remind you please be mindful in using the
appropriate conjunctions in your scripts or dialogues. Meet with your pair tomorrow and pass
your video on Monday. That’s all!

Teaching and Assessment of Macro Skills28

 A Detailed Lesson Plan in English (Grade 9)
By: Clinton D. Zamora III

I. Objectives:
At the end of 50-minute class discussion the Grade-8 students should be able to:
a. identify the meaning of coordinating conjunctions and its uses;
b. appreciate the importance of using coordinating conjunctions in literary pieces; and
c. write a biography essay of themselves using appropriate coordinating conjunctions
d. appreciate the story and portray the story by performing different task.

II. Subject Matter:

A. Topic(Literature): Seventh Grade by Gary Soto
B. Language Focus: Coordinating Conjunction
C. Skill Focus: Reading and Writing (Compositional Skills)
F. Reference: Learning material grade 8 pp. 134-135
a. https://www.myenglishteacher.eu/blog/coordinatingconjuntion
D. Materials: Chart, Picture, Powerpoint Presentation, Story book, Puzzle, Envelope
E. Values: Self Enhancement

III.Procedure:
Principle or Approach to be applied: Inductive approach was applied in this semi-detailed lesson plan
because the teacher starts with giving a motivation activity to the students in which they are going to
sing a song based from the other word that they choose. After the activities they found why the words
are ended with a suffix –ly because the words are the examples of adverb of the manner in which clearly
introduces that the topic is all about adverbs of manner.
`
Teachers Activity Student’s Activity
A. Preliminary Activities

1. Greetings and Prayer

Good morning class! Good Morning sir!

To start our day, can you lead the :(Daniel will lead the prayer)
prayer Daniel?

Before sitting, kindly fix your chairs : (The students will fix their chairs and
and pick up all scattered mess around pick up all scattered mess around them
you.

Is everything done? : Yes, sir!

2. Checking of Attendance

Teaching and Assessment of Macro Skills29

 Class monitor, is everybody present? : Yes, sir!

Very Good! I hope you maintain your

perfect attendance class. Keep it up!
3. Setting of Class Standards

Before we proceed to our discussion

here are the following rules you need to :
follow.

1. Listen attentively.
2. Avoid making unnecessary noises.
3. Raise your right hand if you want to
answer.
4. Always remember to speak kindly.
5. Respect me, so that I will respect
you too.

Did I make myself clear? : Yes, sir!

Do you have some questions regarding : No, sir!

our rules?

Very good!

So, Let’s Proceed.

B. Developmental Activities

1. Motivation

Let’s divide the whole class into two

the left side will be the group one,
meanwhile the right side will be the
group two.

So class, Did you get the idea? : Yes, Sir!

These envelopes right here contain
puzzles that will hint our topic for
today. You must arrange it first before
you can unlock the images and its
hidden meaning, would you like to : Yes, Sir!
accept the challenge?

Very good, I like the spirit!

Choose one representative for each

:(One representative in each group will

Teaching and Assessment of Macro Skills30

group and get your envelopes here. get the envelopes)

You must solve the puzzle within three

minutes and when the time’s up I hope
your puzzles are already fixed in the
blackboard.

Your three minutes starts now!

Your time’s up! Let’s see your work. Group 1’s puzzle will come up like
this.

Group 2’s puzzle will come up like

this.

Very Good, you all did a good job

arranging the puzzles. Give yourselves
a round of applause.
:(The students will clap)
What do you think is the topic for
today? Did the puzzle gave you hint?
:(Students will raise their hand)
Okay from group 1. Angelica Manong,
can you tell us what you noticed?
: Based on the image from the puzzle
we assembled, I think it give us the
idea of individuals coordinating since
they are helping each other to solve a
Very Good, very well said! problem.

Angelica got the correct answer. Group

Teaching and Assessment of Macro Skills31

1’s puzzle indeed means coordinating.

How about group 2? Can anyone tell us

what you noticed? Just raise your right
hand.
: (Some students will raise their hand)
Okay, Noel Bolo. Can you tell us what
you think about your group’s puzzle?

: I think the word fanboys is an

Very good Noel! Not only did you
unveil the meaning of your group’s
puzzle but you also guessed today’s
topic by connecting the meaning of the
two puzzles. Well done!
acronym of seven conjunctions, Group
1’s puzzle means coordinating and
since our group’s puzzle shows the
acronym of the seven conjunctions it
means that today’s topic is about
coordinating conjunction.

As what noel said our topic for today is

about coordinating conjunctions.

2. Presentation of Lessons

What do you think is coordinating

conjunctions? Remember to raise your
right hand if you want to answer.

Okay, let’s hear from Daniel Estaniel. : (Students will raise their right hand)

: A coordinating conjunction is a
conjunction that connects words,
Very good Daniel, you got it right! phrases, and clauses that are
coordinate, or equal to each other.
Another question, what are the seven
coordinating conjunctions? Let’s hear
from Jimbie Turtugo.

Very good Jimbie! : The seven coordinating conjunctions

are: for, and, nor, but, or, yet, so.
So brace yourselves, because today we
will talk about the seven coordinating
conjunctions.

Are you ready Class?

3. Unlocking Difficulties
: Yes sir!
Let’s dig further and see what
coordinating conjunction is all about.

Teaching and Assessment of Macro Skills32

 I prepared a presentation for us to learn
more about coordinating conjunctions.

Are you ready class?

Who wants to read the first slide?

: Yes sir!
Okay Juara Matias, can you read it for
us?
: (Students raised their right hand)

A conjunction which makes a

Okay you may sit, thank you for that. connection between two parallel words,
two parallel phrases, or independent
So, the idea of coordination uses clauses is called a coordinating
conjunctions to connect two sentences conjunction.
with roughly equal ideas. A trick to
remembering the conjunctions is to
think of the acronym, FANBOYS,
which stands for For, And, Nor, But,
Or, Yet, and So.

This right here is the seven coordinating

conjunctions and its example.

1. For – I have to find a job, for I am

unemployed.
2. And- She didn’t speak to anyone, and
nobody spoke to her.
3. Nor – I don’t expect children to be rude,
nor do I expect to be disobeyed.
4. But – They rushed to the hospital, but
they were too late.
5. Or – I will go shopping, or I will go
camping.
6. Yet- Kelly was a convicted criminal,
yet many people admired her.
7. So- I was feeling hungry, so I made
myself a sandwich.

In each coordinating conjunction a

student will be called to read.

Do you now understand the meaning

Teaching and Assessment of Macro Skills33

 and purpose of coordinating
conjunctions?
: Yes sir!
If so, let’s have a short quiz.

Prepare a ¼ sheet of paper and get

ready.

Are you ready class?

 5 Item Quiz
Instruction. Fill in the blanks with the
correct conjunction. (After five minutes
exchange your papers within
seatmates). : Yes sir!
1) Alex stood first ___ got a prize.
2) Robin ___ Russel went the beach.
3) Sleep now__ you will miss the class
tomorrow.
4) Robin did not try hard __ he did not
succeed.
5) He is sad ___not broken.

After 5 minutes.

Are you done class?

Exchange your papers now!

1 …. 2…. 3 are all papers exchanged?

 The teacher will show the

correct conjunction in each : Yes sir!
number.

 Alex stood first and got a prize.

 Robin and Russell went the : Yes sir!
beach.
 Sleep now or you will miss the
class tomorrow.
 Robin did not try hard so he did
not succeed.
 He is sad but not broken.

 All of the students got the quiz

perfectly, thus indicating
they’ve already understood the
topic.

Since it’s clear that you already

understand the topic very well.

Teaching and Assessment of Macro Skills34

 Let’s move on.

4. Discussion

All of you will be given a story

book. That book contains the
story “Seventh Grade” by Gary
Soto.

You have 10 minutes to read the

story. Your 10 minutes starts
now.

Okay class, 10 minutes up, stop

reading for now. You may
continue reading it at home.
: (the students will do as told)
Daniel, who is the author of the
story and what did you learn
about the story?

: The author of the story is Gary Soto.

Also, The lesson that Victor and I
learned was to not lie. He was greatly
embarrassed when the teacher put him
on the spot. As we go through the
What is the theme of the story?
story, the plot twists and turns and we
Anyone?
see different characteristics shine from
Victor. We saw him change from the
Okay, May Pizaro let’s hear
beginning to the end, he went from
from you.
confident, to foolish, to humble

Very good, you got it right!

: (No one raised their hand)

How about Joy Pontanar, what

: Seventh Grade by Gary Soto explores
coordinating conjunctions are
the themes of coming of age, crushes,
used in the sentences?
and youth sir.
Very good Joy!

Who can give a sentence from

the story that uses at least two
: Sir, as what I observed all
coordinating conjunctions?
coordinating conjunctions are used in
the story.
Okay, Christine Russiana can
you give provide a sentence

Teaching and Assessment of Macro Skills35

 from the story that uses two
coordinating conjunctions.

: Sir from the sentence; The bell

Very good Christine!
How important is coordinating
conjunctions to the story? Let’s
hear from Raiza Tumbas.
sounded for fifth period, and Victor
shot out of the room, avoiding the
stares of the other kids, but had to
return for his math book. As you can
see this sentence uses two coordinating
conjunctions.

: Coordinating conjunctions connect

Very good Raiza!
Before we proceed to our next
activity, any questions class?
Very good class!
words, phrases, and clauses that are of
the same syntactic importance together
each in their own unique way. This
becomes especially important in
academic writing because you will be
creating more complex sentences as
your ideas become more complex
(Answers may vary)

: No sir!
C. Concluding Activity

1. Application

To further test your knowledge in

our topic let’s do an activity entitled
“show your treasure” In this
activity, you are going to show not
gold or any other precious stone but
your hidden treasures, your talents.
The whole class will be divided into
four by counting off. After counting
off, students must go into their
respective groups. They will be
given 10 minutes to prepare their
assigned task after that they must
proceed in front then present what
they’ve done. Please read the
instructions class.

Instruction: Each group assigned to

make four different tasks. Group 1-

Teaching and Assessment of Macro Skills36

 Jingle making, Group 2- Jazz chant,
Group 3- Role playing and Group 4-
Speech choir. You must portray the
story “Seventh Grade” by Gary
Soto in your performance. In you
script integration of coordinating
conjunctions is highly advised.
Your grade will be rated depending
on your performance and how you
utilize conjunctions in your script.
You may start now!

The teacher will assess the students

work using the rubric below:

Integration of Conjunctions-30%
Neatness and Orderliness –15%
Cooperation and Teamwork-15%
Time Management-10%
Originality- 10%
Confidence-10%
Audience Reaction- 10%
Total-100%

After 10 minutes

Your time is up! Please settle down

now and be ready for your
presentations.

The first group to present their work

is group 1. Class, let’s clear the
stage for group 1.

What a great performance! Give

them a round of applause!

Now, let us witness the presentation : (Students will perform their Jingle)
of group 2. Let’s hear their Jazz
chant!

What a Jolly performance! Let us clap : (Students will clap)

for them, class.

Next to present is the group 3 with the

role-play they made. : (Students will perform their Jazz
chant)

Teaching and Assessment of Macro Skills37

What a great performance! Give them a
round of applause! : (The students will do the clap.)

The last but not the least let us watch

the performance of the group 4. : (Students will perform their role-play)

Wow! What an amazing presentation,

let’s them a wow clap! : (The students will do the clap.)

Job well done class. You have shown

: (Students will perform their speech
unique presentations and performances!
choir)
Let’s do the wowowee clap!

(The teacher will execute the clap.) : (The students will do the wow clap.)

2. Generalization

Cristle Gay, Based on our discussion

and activity, what have you learned?

: (The students will imitate.)

Very Good Cristle Gay!

In your own words, what is

coordinating conjunction? Let’s hear
from Daniel.
Very Good Daniel!
What is the importance of coordinating
conjunction in communicating? How
about the person in the back.
Very good!
In your opinion, can we communicate
properly without coordinating
conjunctions? Why or why not? How
about Noel?
What lessons did you learn from the
story? How about Daftnie?
: I learned about the seven coordinating
conjunctions and I also learned how to
utilize it in making different context.
(Answer may vary)
: Coordinating conjunction is a word
that is used to connect words, phrases,
and clauses. (Answer may vary)
.
: Coordinating conjunction is very
important because it helps us connect
words, phrases and clauses that make
our thoughts understandable when
communicating. (Answer may vary)

Teaching and Assessment of Macro Skills38


How do Victor's actions develop the
story's theme? How about Karen?
: In my opinion communicating
without coordinating conjunctions
would be possible but I’m sure it’ll be a
disaster, without those conjunctions
that glue words together understanding
a message might become so confusing.

: The lesson I learned in life was to

never lie. When the instructor forced
Very good Karen! him to answer a question, he felt very
humiliated.

Since you all did an excellent Job, let’s : Victor makes funny faces throughout
give yourselves a round of applause. the school day, as he believes that
making people laugh is the most
D. Evaluation important thing. Victor is willing to do
Instruction: Write a biography essay anything to get Teresa's attention, even
about yourself. You can write anything if it means lying, because he likes her
as long as it’s about you; example is so much.
your hobbies, likes and dislikes
favourite sports and more. Note: Don’t
forget to include the things you learn
about coordinating conjunctions and
use it in your essay. Lastly your essay : (The students will do the clap.)
must contain at least 300 words and
must not exceed 500.

E. Assignment
Instruction: Since its weekend already
and you will have a two day vacant,
Saturday and Sunday why don’t we
make it fun? For your assignment you
will make a video presenting
propaganda, any topic of your choosing
is allowed and you will do it by pair.
You don’t have to count-off; instead
you can choose anyone you like as
partner. Just to remind you please be
mindful in using the appropriate
conjunctions in your scripts or
dialogues. Meet with your pair
tomorrow and pass your video on
Monday. That’s all!

Goodbye class!

Teaching and Assessment of Macro Skills39

Goodbye sir! See you around and may god
bless you.

Teaching and Assessment of Macro Skills40

 “Seventh Grade”
Gary Soto

In Baseball in April and Other Stories (1990)

On the first day of school, Victor stood in line half an hour
before he came to a wobbly card table. He was handed a
packet of papers and a computer card on which he listed his
one elective, French. He already spoke Spanish and English,
but he thought someday he might travel to France, where it
was cool; not like Fresno, where summer days reached 110
degrees in the shade. There were rivers in Prance, and huge
churches, and fair-skinned people everywhere, the way there
were brown people all around Victor
Besides, Teresa, a girl he had liked since they were in
catechism classes at Saint Theresa’s, was taking French, too.
With any luck they would be in the same class. Teresa is going
to be my girl this year, he promised himself as he left the gym
full of students in their new fall clothes. She was cute. And
good in math, too, Victor thought as he walked down the hall
to his homeroom. He ran into his friend, Michael Torres, by the
water fountain that never turned off.
They shook hands, raza-style, and jerked their heads at one
another in a saludo de vato. “How come you’re making a
face?” asked Victor.
“I ain’t making a face, ese. This is my face.” Michael said
his face had changed during the summer. He had read a GQ
magazine that his older brother had borrowed from the Book
Mobile and noticed that the male models all had the same
look on their faces. They would stand, one arm around a
beautiful woman, and scowl. They would sit at the pool, their
rippled stomachs dark with shadow, and scowl. They would sit
at dinner tables, cool drinks in their hands, and scowl,
“I think it works,” Michael said. He scowled and let his
upper lip quiver. His teeth showed along with the ferocity of
his soul. “Belinda Reyes walked by a while ago and looked at
me,” he said.
What background
information do you
learn about Victor in
the opening
paragraph?
Victor didn’t say anything, though he thought his friend
looked pretty strange. They talked about recent movies,
baseball, their parents, and the horrors of picking grapes in
order to buy their fall clothes. Picking grapes was like living in

Teaching and Assessment of Macro Skills41

Siberia, except hot and more boring.
“What classes are you taking?” Michael said, scowling.
“French. How ‘bout you?”
“Spanish. L ain’t so good at it, even if I’m Mexican."
“I’m not either, but I’m better at it than math, that’s for
sure.”
A tiny, three-beat bell propelled students to their
homerooms. The two friends socked each other in the arm
and went their ways, Victor thinking, man, that’s weird.
Michael thinks making a face makes him handsome.
On the way to his homeroom, Victor tried a scowl. He felt
foolish, until out of the corner of his eye he saw a girl looking
at hint Umm, he thought, maybe it does work. He scowled
with greater conviction.
In the homeroom, roll was taken, emergency cards were
passed out, and they were given a bulletin to take home to
their parents. The principal, Mr. Belton, spoke over the
crackling loudspeaker, welcoming the students to a new
year, new experiences, and new friendships. The students
squirmed in their chairs and ignored him, they were anxious to
go to first period. Victor sat calmly, thinking of Teresa, who sat
two rows away, reading a paperback novel. This would be his
lucky year. She was in his homeroom, and would probably be
in his English and math classes. And, of course, French.
The bell rang for first period, and the students herded
noisily through the door. Only Teresa lingered, talking with the
homeroom teacher.
“So you think I should talk to Mrs. Gaines?” she asked the
teacher. “She would know about ballet?”
“She would be a good bet,” the teacher said. Then
added, “Or the gym teacher, Mrs. Garza."
When the boys
scowl, the girls look
at them. What might
the girls be
thinking?
Victor lingered, keeping his head down and staring at his
desk. He wanted to leave when she did so he could bump
into her and say something clever.
He watched her on the sly. As she turned to leave, he
stood up and hurried to the door, where he managed to
catch her eye. She smiled and said, “Hi, Victor."
He smiled back and said, “Yeah, that's me.” His brown face
blushed. Why hadn’t he said, “Hi, Teresa,” or "How was your
summer?” or something nice.
As Teresa walked down the hall, Victor walked the other
way, looking back, admiring how gracefully she walked, one
foot in front of the other. So much for being in the same class,
he thought. As he trudged to English, he practiced scowling.
In English they reviewed the parts of speech. Mr. Lucas, a
portly man, waddled down the aisle, asking, “What is a
noun?”

Teaching and Assessment of Macro Skills42

 “A person, place, or thing,” said the class in unison.
Yes, now somebody give mean example of a person--you,
Victor Rodriguez.”
"Teresa,” Victor said automatically. Some of the girls
giggled. They knew he had a crush on Teresa. He felt himself
blushing again.
“Correct,” Mr. Lucas said. “Now provide me with a place.”
Mr. Lucas called on a freckled kid who answered,
“Teresa’s house with a kitchen full of big brothers.”
After English, Victor had math, his weakest subject. He sat
in the back by the window, hoping that he would not be
called on. Victor understood most of the problems, but some
of the stuff looked like the teacher made it up as she went
along. It was confusing, like the inside of a watch.
After math he had a fifteen-minute break, then social
studies, and finally lunch. He bought a tuna casserole with
buttered rolls, some fruit cocktail, and milk. He sat with
Michael, who practiced scowling between bites,
Girls walked by and looked at him, “See what I mean,
Vic?” Michael scowled. "They love it.”
“Yeah, I guess so.”
They ate slowly, Victor scanning the horizon for a glimpse
of Teresa. He didn’t see her. She must have brought lunch, he
thought, and is eating outside. Victor scraped his plate and
left Michael, who was busy scowling at a girl two tables
away.
The small, triangle-shaped campus bustled with students
talking about their new classes. Everyone was in a sunny
mood. Victor hurried to the bag lunch area, where he sat
down and opened his math book. He moved his lips as if he
we’re reading, but his mind was somewhere else. He raised his
eyes slowly and looked around. No Teresa.
He lowered his eyes, pretending to study, then looked
slowly to the left. No Teresa. He turned a page in the book
and stared at some math problems that scared him because
he knew he would have to do them eventually. He looked at
the right. Still no sign of her. He stretched out lazily in an
attempt to disguise his snooping.
Then he saw her. She was sitting with a girlfriend under a
plum tree. Victor moved to a table near her and
daydreamed about taking her to a movie. When the bell
sounded, Teresa looked up, and their eyes met. She smiled
sweetly and gathered her books. Her next class was French,
same as Victor’s.
They were among the last students to arrive in class, so all
the good desks in the back had already been taken. Victor
was forced to sit near the front, a few desks away from
Teresa, while Mr. Bueller wrote French words on the
chalkboard. The bell rang, and Mr. Bueller wiped his hands,
turned to the class, and said, “Bonjour.”
“Bonjour,” braved a few students.
What obstacles are

Teaching and Assessment of Macro Skills43

getting in the way of
Victor making Teresa
“his girl”?
“Bonjour” Victor whispered. He wondered if Teresa heard
him.
Mr. Bueller said that if the students studied hard, at the end
of the year they could go to France and be understood by
the populace.
One kid raised his hand and asked, “‘What’s ‘populace’?”
"The people, the people of France.”
Mr. Bueller asked if anyone knew French. Victor raised his
hand, wanting to impress Teresa. The teacher beamed and
said, “Tres bien. Parlez-vous francais?”
Victor didn’t know what to say. The teacher wet his lips
and asked something else in French. The room grew silent.
Victor felt all eyes staring at him. He tried to bluff his way out
by making noises that sounded French.
“La me vave me con le grandma,” he said uncertainly.
Mr. Bueller, wrinkling his face in curiosity, asked him to
speak up.
Great rosebushes of red bloomed on Victor’s cheeks. A
river of nervous sweat ran down his palms. He felt awful.
Teresa sat a few desks away, no doubt thinking he was a fool.
Without looking at Mr. Bueller, Victor mumbled, ‘Frenchie oh
wewe gee in September.”
Mr. Bueller asked Victor to repeat what he said.
“Frenchie oh wewe gee in September," Victor repeated.
Mr. Bueller understood that the boy didn’t know French
and turned away. He walked to the blackboard and pointed
to the words on the board with his steel-edged ruler.
"Le bateau,” he sang.
“Le bateau,” the students repeated.
"Le bateau est sur l’eau,” he sang.
How does the tension
increase now that
Victor and Teresa are in
the same class together?
Contrast and
contraction: Why did
the teacher turn his
back and walk to the
blackboard?
“Le bateau est sur l’eau.”
Victor was too weak from failure to join the class. He stared
at the board and wished he had taken Spanish, not French.
Better yet, he wished he could start his life over. He had never
been so embarrassed. He bit his thumb until he tore off a sliver
of skin.
The bell sounded for fifth period, and Victor shot out of the
room, avoiding the stares of the other kids, but had to return
for his math book. He looked sheepishly at the teacher, who
was erasing the board, then widened his eyes in terror at

Teaching and Assessment of Macro Skills44

Teresa who stood in front of him. “I didn’t know you knew
French,”she said. “That was good.”
Mr. Bueller looked at Victor, and Victor looked back. Oh
please, don’t say anything, Victor pleaded with his eyes. I’ll
wash your car, mow your lawn, walk your dog--anything! I'll
be your best student, and I’ll clean your erasers after school.
Mr. Bueller shuffled through the papers on his desk, He
smiled and hummed as he sat down to work. He
remembered his college years when he dated a girlfri0end in
borrowed cars. She thought he was rich because each time
he picked her up he had a different car. It was fun until he
had spent all his money on her and had to write home to his
parents because he was broke.
Victor couldn’t stand to look at Teresa. He was sweaty with
shame. “Yeah, well, I picked up a few things from movies and
books and stuff like that.” They left the class together. Teresa
asked him if he would help her with her French.
"Sure, anytime,” Victor said.
“I won’t be bothering you, will I?”
"Oh no, I like being bothered.”
“Bonjour,”Teresa said, leaving him outside her next class.
She smiled and pushed wisps of hair from her face.
"Yeah, right, bonjour,” Victor said. He turned and headed
to his class. The rosebuds of shame on his face became
How might this memory
moment be important?
bouquets of love. Teresa is a great girl, he thought. And Mr.
Bueller is a good guy.
He raced to metal shop. After metal shop there was
biology, and after biology a long sprint to the public library,
where he checked out three French textbooks.
He was going to like seventh grad

Teaching and Assessment of Macro Skills45