Brenna Christopoulos
Overview of Unit 4
Title, Duration, and Theme 4
Unit Objectives 4
Content Objectives 4
Language Objectives 4
Standards Addressed 5
ACTFL Standards 5
ISTE Standards 6
Critical Thinking Skills 7
High Leverage Teaching Practices 7
Facilitating Target Language Comprehensibility 7
Building a Classroom Discourse Community 7
Guiding Learners to Interpret and Discuss Authentic Texts 8
Providing Oral Corrective Feedback to Improve Learner Performance 8
Leading a Group Discussion 9
Authentic Materials, Adaptations, and Cultural Connections 9
Technology Integration 10
Materials Used 10
Pre-assessment 11
LESSON PLAN #1 16
LESSON PLAN #2 23
LESSON PLAN #3 29
Can-Do Statements 34
Formative Assessment 36
Summative Assessment 43
Post-assessment 45
Student Survey 46
Location
This thematic unit was designed for a group of students at East Kentwood Freshman Campus
and East Kentwood High School in West Michigan. While the majority of students are
Freshman, the course is technically a high school course, so the following statistics are taken
from East Kentwood High School.
Unit Objectives
Content Objectives
● Students will be able to define the food unit vocabulary words by identifying cognates
and by interpreting authentic French recipes.
● Students will be able to discuss their personal preferences regarding meals and food by
applying the unit vocabulary to their background information.
● Students will be able to compare and contrast American and French products and
perspectives by interpreting and reflecting on authentic videos and presentations.
● Students will be able to compare and contrast American and French practices and
perspectives by interpreting oral and written material and completing the Venn Diagram.
● Students will be able to create a presentational skit by applying the unit vocabulary and
cultural information to a new context, incorporating the French point of view.
● Students will be able to share their opinions and preferences related to food by engaging
in conversation.
Language Objectives
● Students will listen to and watch a video in French about fast food in France and answer
comprehension questions.
● Students will be able to write a recipe in French by using the unit vocabulary.
● Students will be able to read authentic French recipes to identify vocabulary and make
inferences about the products of the French culture.
● Students will be able to orally demonstrate their understanding of the French dining
experience by performing a skit with a group.
● Students will be able to listen to their classmates skits in order to interpret information in
the target language.
● Students will be able to orally demonstrate their ability to communicate in the target
language by asking and responding to rehearsed and non-rehearsed questions.
Standards Addressed
ACTFL Standards
1.1 Interpersonal Communication
Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.
● 1.1.N.SL.j Share likes and dislikes in the target language with a classmate
● 1.1.N.SL.k Share opinions and preferences in the target language with their classmates
ISTE Standards
Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating
competency in their learning goals, informed by the learning sciences.
Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge,
produce creative artifacts and make meaningful learning experiences for themselves and
others.
Technology Integration
In this unit, technology is mainly integrated as a way to engage students and to allow them to
experience authentic materials. During the presentation, students will use their cell-phones to
respond to comprehension questions. The results of the questions will be recorded and
displayed on the projector for the class to see. This will help to ensure that students are
engaged and understanding the material. If the results of the questions appear unclear, further
discussion will take place before moving on. Technology is also the key for students to discover
authentic French recipes and foods by looking online at recipes and the Instagram accounts of
famous French chefs. The ability to access the Instagram accounts of chefs in France provides
students with an extended language learning community and a exposure to authentic French
language and culture. This technology is allowing students the opportunity to extend their
language learning experience beyond the classroom and into their personal lives. Social media
is a great way to gain exposure to authentic material. Technology also provides access to
videos that portray life in France, which is beneficial for students who are living in the United
States and who may have never been exposed to a different culture. Through technology,
students have access to authentic language and culture that they otherwise would not hear, as I
am not a native speaker. The technology in this unit helps students compare and contrast
languages and cultures and it is a helpful tool for exposing students to a new point of view. This
technology is a tool that helps students develop cultural understandings.
Materials Used
Websites
http://allrecipes.fr
http://cuisine.journaldesfemmes.com
http://www.elle.fr/Elle-a-Table/Fiches-cuisine/Tous-les-themes/Recettes-classiques#
https://cuisine-facile.com/divers/recette-gratin-pommes-terre.html
http://www.cuisinealafrancaise.com/fr/recettes
Instagram accounts
@Giraudfabrice
@Alexandre_dufeu
@Chef_laurent_andre
YouTube Videos
https://www.youtube.com/watch?v=ovO18E-hgew
https://www.youtube.com/watch?v=FCBqcjprBqI
Pre-/post- assessment
Integrated Performance Assessment
French I – Bon appétit!
Standards addressed:
1.2 Interpretive Communication
2.1 Practices and Perspectives
2.1 Products and Perspectives
3.1 Knowledge
4.1 Comparing Cultures
4.2 Comparing Languages
A. Key Word Recognition. Find in the infographic the word/phrase in the target language that
best expresses the meaning of each of the following English words/phrases:
B. Main Idea(s). Using information from the infographic, provide the main idea(s) of the
infographic in English.
____________________________________________________________________________
________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________
C. Supporting Details.
1. Circle the letter of each detail that is mentioned in the infographic (not all are included!).
2. Write the letter of the detail next to where it appears in the text.
3. Write the information that is given in the infographic in the space provided next to the detail
below.
A – the percent of French people who snack often between meals ________
B – the percent of French people who eat dinner ________
C – the percent of people who eat one meal per week in a restaurant ________
D – the number of food deliveries to homes each year in France ________
E – the percent of French youth who snack often between meals ________
F – the ratio of French people who watch TV while eating lunch ________
G – the percent of French people who enjoy eating meals together ________
H – the percent of men who are considered obese in France ________
D. Guessing Meaning from Context. Based on the infographic, write what the following three
underlined words/expressions probably mean in English.
1. « Le repas constitue pour les Français un des moments les plus agréables »
___________________________________
2. « La restauration rapide s’est fortement développée »
___________________________________
3. « L’obésité touche quant à elle 11% des hommes et 13% des femmes »
___________________________________
F. Inferences. “Read between the lines” to answer the following questions, using information
from the text.
1. Do you think that couples with a child spend more or less time in front of the TV during
meals?
__________________________________________________________________________
2. Who do you think enjoys meals with company more: women, young people, or old people?
__________________________________________________________________________
3. Do you think more people watch TV during breakfast or dinner?
__________________________________________________________________________
F. Comparing Cultural Perspectives. Answer the following questions:
• What are the cultural similarities and differences between meals in France and meals in the
US?
• How do the practices/products related to food in the infographic reflect French perspectives?
• What did you learn about French culture from this infographic?
• How would this infographic have been different if it were written for a US audience?
G. Personal Reaction to the Text. Using specific information from the text, describe your
personal reaction to the article, using the target language. Be sure to provide reasons that
support your reaction.
On a scale of 1-5 (1 being not at all confident, 5 being very confident), how well do you think you
did at interpreting the written material:
1 2 3 4 5
1. What types of activities do you think you were most successful at on this assessment?
____________________________________________________________________________
____________________________________________________________________________
2. What is something you would change to be more successful on this assessment?
____________________________________________________________________________
____________________________________________________________________________
3. What do you feel you gained from this assessment?
____________________________________________________________________________
____________________________________________________________________________
Rubric
Criteria Accomplished Strong Minimal Limited Comprehension
Comprehension Comprehension Comprehension
Word Identifies all key Identifies majority of Identifies half of Identifies a few key
Recognition words key words key words words appropriately
appropriately appropriately within appropriately within within context of the
within context of context of the text. context of the text. text.
the text.
Main idea Identifies the Identifies the key Identifies some part May identify some
detection complete main parts of the text but of the main idea(s) ideas from the text but
idea(s) of the text. misses some of the text. they do not represent
elements. the main idea(s).
Inferences Infers and Infers and interprets Makes a few Inferences and
interprets the the text’s meaning in plausible interpretations of the
text’s meaning in a partially complete inferences text’s meaning are
a highly plausible and/or partially regarding the text’s largely incomplete
manner. plausible manner. meaning. and/or not plausible.
This formative interpretive assessment allows students to show what they can do in a guided
manner. The task is aligned with the theme of the unit and reflects the student’s ability to
ultimately use the language in a realistic setting. This assessment is designed for novice
students and the language is comprehensible. Students are able to combine what they already
know prior to the unit starting with the new information. With the scoring rubric, students will be
able to rate their performance and self-reflect on what they are able to do or are not able to do. I
find this to be a better way of assessing student achievement than the pre- and post- test,
where students had to conjugate verbs and recall vocabulary in irrelevant contexts. This
assessment directly relates to the standards and incorporates culture and communication. The
main advantage of this assessment is that it is completely contextualized with an authentic
document. It is meaningful and real. A test like this also prevents students from filling in random
bubbles on a scantron. Students are more engaged in the material of the assessment and have
to create responses rather than randomly guess.
LESSON PLAN #1
STAGE 1
Setting the Stage
BIG IDEA
What is the topic/theme of your lesson? Note: Grammar structures cannot be the topic.
ESSENTIAL QUESTION(S)
What provocative question(s) will foster inquiry, understanding, and transfer of learning?
What are the products and practices in the United States regarding food, meals, and
restaurants?
In what ways are the products and practices in France different from those in the United
States?
LEARNING GOALS
Which World Readiness Standards (ACTFL) does this lesson address?
LEARNING OBJECTIVES
What will learners know and be able to do with what they know at the end of this lesson?
Are the objectives specific, measurable, and performance-based? Do they include all levels
of thinking?
STAGE 2
How will learners demonstrate what they can do with what they know by the end of this
episode?
PERFORMANCE TASKS
What performance tasks will students complete to demonstrate what they can do?
Students will write down the ingredients to their favorite recipes to show that they have
accomplished the task of identifying the words on their vocabulary sheet. This will briefly
show their ability to make connections with what they already know and what they have
just learned.
OTHER EVIDENCE
What other evidence will show that students have attained goals?
Students will repeat vocabulary after me using choral response to learn pronunciation.
Their participation in this activity will show if they have attained the goal of pronouncing the
food vocabulary correctly.
STAGE 3
What will prepare learners to demonstrate what they can do with what they know?
Are learning activities sequenced to allow students to move from input to shared/guided
practice and then to independent application of new learning?
● Do activities maximize the use of the TL by both teacher and students?
● Do activities provide opportunities for interpersonal, interpretive, and presentational
communication?
● Do activities provide variety to address different learning styles and to enable a
lively pace for the lesson?
OPENING ACTIVITY
How will you capture the students’ energy and engage them in this lesson? This is the
hook!
LEARNING ACTIVITIES
What tasks or activities will be used to ensure learners accomplish the learning objectives?
What will students be doing? What will you be doing?
Rationale Statements: What is your rationale for each step of the learning sequence?
Link rationale statements to Standards, objectives, HLTPs, theory, methods, and/or
essential questions. Please put rationale statements in italics or a different color font.
Vocabulary (Jigsaw Part I) 20
The vocabulary for this unit is organized by category of foods, including fruits, minutes
vegetables, meats, drinks, desserts, etc. Students will be divided into groups
and each group will be responsible for one of these categories. I will provide
each groups with links to French cooking websites, French recipes, or the
Instagram accounts of famous French chefs that portray authentic French food.
Students will use the computers and their phones to skim through multiple
authentic French recipes and images using contextual clues and pictures to
understand unfamiliar words in the texts. Students will try to fill in as many of the
vocabulary words as they can from looking at these materials. After 15 minutes,
students are allowed to look up any remaining vocabulary in their category on
WordReference.
Websites:
http://allrecipes.fr
http://cuisine.journaldesfemmes.com
http://www.elle.fr/Elle-a-Table/Fiches-cuisine/Tous-les-themes/Recettes-classiq
ues#
https://cuisine-facile.com/divers/recette-gratin-pommes-terre.html
Instagram accounts:
Giraudfabrice
Alexandre_dufeu
Chef_laurent_andre
Exit Slip 5
Before students leave the classroom, they are responsible for filling out an exit minutes
slip. The prompt will be displayed on the projector screen. They must write out
the ingredients of their favorite recipe in French on a scrap piece of paper. It
must include at least five vocabulary words, and it must be accurate (i.e. if a
student writes pizza, they cannot include strawberries as one of their
ingredients). A good example would be macaroni and cheese. Ingredients would
include pasta, cheese, milk, butter, water. I will model this as an example before
students complete this task on their own.
This exit slip is minimal, but it is a quick way of checking knowledge of the
vocabulary on the first day as an informal formative assessment. It offers a brief
extension of the vocabulary so that students aren’t just memorizing words, but
also trying to put these words in context with their own lives. It is most important
for them to know their favorite foods in French, as these are the foods they will
talk about the most in future conversation. By modeling the task students are
aware of what is expected from them.
STAGE 4 - REFLECTION/NOTES TO SELF
Did all learners meet the learning goals of the lesson? What will you do to modify this
lesson in the future? What might you do in subsequent lessons?
After completing this lesson, I have made adjustments to the pacing of learning vocabulary.
It took students longer than expected to find all of the vocabulary words and complete their
lists, but they were still able to do it very successfully. All students ended up with complete
lists. The main adjustment that was made is that we had to do the choral response portion
of the lesson at the start of the next lesson, but it worked just as effectively as it was
planned and ended up being a good way to get students thinking about the vocabulary
again at the start of the next lesson. This method of teaching vocabulary worked very well
as my first attempt to change the way students are exposed to vocabulary, which is usually
just through copying lists on quizlet or looking through their books to identify words. The
fact that students were exposed to the vocabulary via authentic materials set them up for
success in the rest of the unit, as they were already thinking of the vocabulary in the
context of French. In the future, I will try to find similar activities to introduce vocabulary
using authentic texts rather than direct translation. In the future, it might also be a good
idea to do the choral response at the end of the lesson and then turn the exit slip into a
warm-up or an activity for the next lesson so that students have more time to expand on
the activity rather than writing down a few ingredients and never thinking about it again. I
could have students write down their favorite recipes in French and then do some sort of
activity where students have to “speed date” and try to guess what recipe their partner is
reading. This gets students using the vocabulary while speaking and listening to French.
Nom _____________________________
Heure_______
La Vocabulaire - Les Trois C’s
Directions: Remplis tous les blancs. Utilisez beaucoup de mots de ta liste de vocabulaire.
Cognates (Words that look the Connections (You discover Collectibles (Words that you do
same and mean the same as their these through connections with not yet know and need to be
English counterparts): what you already know:) collected into your vocab):
Ex: Un taxi = a taxi. Ex: I know “les haricots verts” are Ex: “Saignant”. I have yet to
green beans b/c vert = green. make connections to this.
LESSON PLAN #2
STAGE 1
Setting the Stage
BIG IDEA
What is the topic/theme of your lesson? Note: Grammar structures cannot be the topic.
ESSENTIAL QUESTION(S)
What provocative question(s) will foster inquiry, understanding, and transfer of learning?
LEARNING GOALS
Which World Readiness Standards (ACTFL) does this lesson address?
LEARNING OBJECTIVES
What will learners know and be able to do with what they know at the end of this lesson?
Are the objectives specific, measurable, and performance-based? Do they include all levels
of thinking?
At the end of this lesson, students will be able to:
● interpret the meaning and grammatical features of an authentic French text.
● communicate meaning both written and orally using the imperative mood in French.
● apply the unit vocabulary and the newly acquired grammar structure to their
personal lives by writing and sharing their favorite recipe in French.
● compare two languages by writing their favorite recipe in French.
● use a common French expression outside of the classroom.
STAGE 2
How will learners demonstrate what they can do with what they know by the end of this
episode?
PERFORMANCE TASKS
What performance tasks will students complete to demonstrate what they can do?
Students will write and verbally share a French recipe to demonstrate that they can use the
imperative mood and the unit vocabulary in a meaningful context.
OTHER EVIDENCE
What other evidence will show that students have attained goals?
The exit slip will show retention of the imperative mood in French. Their use of the
expression du jour over time will show their ability to use French inside and outside of the
classroom.
STAGE 3
What will prepare learners to demonstrate what they can do with what they know?
Are learning activities sequenced to allow students to move from input to shared/guided
practice and then to independent application of new learning?
● Do activities maximize the use of the TL by both teacher and students?
● Do activities provide opportunities for interpersonal, interpretive, and presentational
communication?
● Do activities provide variety to address different learning styles and to enable a
lively pace for the lesson?
OPENING ACTIVITY
How will you capture the students’ energy and engage them in this lesson? This is the
hook!
Expression du jour TIME: 3
“J’ai une faim de loup” is the expression of the day that is displayed on the minutes
projector screen as students enter the classroom. This is equivalent to the
English saying “I’m so hungry I could eat a horse.” In other words, “I’m very
hungry!” I will give students a few examples of contexts in which this phrase
could be used.
Students learn a new expression everyday and this is a fun and relevant
expression related to the food unit. Students get a point of extra credit for using
French expressions inside and outside of French class. This is an easy
expression that can be used in class, at school, at home, etc. This encourages
students to use French beyond the classroom.
LEARNING ACTIVITIES
What tasks or activities will be used to ensure learners accomplish the learning objectives?
What will students be doing? What will you be doing?
Rationale Statements: What is your rationale for each step of the learning sequence?
Link rationale statements to Standards, objectives, HLTPs, theory, methods, and/or
essential questions. Please put rationale statements in italics or a different color font.
Warm-up TIME: 7
For the opening activity, students will watch a video of a woman making a minutes
chocolate cake. There are instructions in French written at the bottom of the
screen throughout the video. Students will answer the questions in French:
● Qu’est-ce que la femme fait? (What is the woman doing/making?)
● Quels sont les ingrédients? (What are the ingredients?)
● Est-ce que le gâteau est facile ou difficile à faire? (Is the cake easy or
hard to make?)
● Combien de minutes faut-il pour faire? (How many minutes does it take
to make?)
When students are done answering the questions, we will go over the answers
as a class by randomly calling on students (drawing popsicle sticks).
This warm-up activity exposes students to the central text of today's lesson
without focusing on specific grammar details. Students are seeking to answer
comprehension questions in the target language based on their ability to
comprehend the meaning of an authentic text. These questions are relatively
simple and do not require complex responses. It is necessary for students to
understand the text in order to be introduced to a new grammar structure in
context.
Presentation 5
I will display the written recipe on the projector screen for students to read minutes
through. They are already familiar with French recipes, as they used them to
learn their vocab in the previous lesson. I will have students try to identify
unknown verbs and vocabulary to scaffold their comprehension of the recipe. I
will ask students to read the recipe and think about what each step of the recipe
is telling the person who is cooking to do.
This gives students the chance to view the authentic recipe as a whole before
breaking apart the grammar structure. They will determine that it is a recipe for
chocolate cake and focus on the meaning of the recipe. I will do frequent
comprehension checks at each step of the recipe to ensure that students are
following. This activity gives them exposure to new verbs related to cooking that
they will be able to use when writing their own recipes.
Attention 5
Now, I will ask students to focus on the verbs in the recipe and notice how they minutes
are conjugated. I will do this by highlighting the verbs. Students will notice that
there is no subject before the conjugated verbs. I have copied and pasted the
recipe into a document and changed all of the verbs that are conjugated in the
vous form to be conjugated into the tu form. Students will look at the two recipes
side by side and notice how the verb conjugations are different and why they are
different. One is formal and one is informal.
This gives students the chance to notice a new grammar form. They will
compare the conjugations of the verbs and notice that they are conjugated for
the most part as the tu and vous form of present tense verbs. By highlighting the
fact that there is no subject before or after the verb, students are able to make
their own inferences about the grammar rule and how it is used.
Co-construction of Explanation 10
Now that students have recognized that these verb forms are in the imperative minutes
form (commands), we will co-construct an explanation for the grammatical
structure. I will ask questions along the way, including “how do we conjugate
commands?” (just like in the present tenses), “what subjects can we conjugate
for the imperative mood?” (tu, nous, and v ous), and “what do you notice about
the tu form in the imperative mood? (there is no s at the end of conjugated -er
verbs like there is in the normal present tense). Students will write down their
own grammar rules based from this co-construction, which makes sure they end
up with an appropriate explanation even though they came up with the rules on
their own.
By co-constructing the grammar explanation, students are engaging with each
other and with me in order to understand the new rule. By asking guiding
questions, I am prompting students to come to a conclusion without directly
telling them the rule. This makes their learning more memorable and important
rather than just listening to me tell them the rule; it would go in one ear and out
the other. My guiding questions ensure that students are making appropriate
assumptions and creating accurate explanations. This process will take place in
English due to the novice level of my students. It is important that they have a
solid foundation of the structure in order to begin trying it on their own in French.
Extension Activity 10
Now that the students have established what the imperative mood is and how to minutes
form it, they will participate in an activity that allows them to practice it. They will writing
write their favorite recipe in French using verbs that I introduce to them to help 15
them (i.e. cut, mix, add, bake, etc.). I will write the verbs on the whiteboard. All of minutes
the verbs are regular –er verbs or verbs that they have already learned to partner
conjugate. Students will finish their recipes and then do a speed dating activity in work
which they rotate around the room and read their recipes to various partners.
They will guess which dish their partner is describing and then switch. I will
model this activity with my cooperating teacher before the students do it on their
own. We will use the recipes for the croque monsieur sandwich and chocolate
chip cookies as examples.
Students are solidifying their knowledge of the newly acquired grammar
structure by using it to write their favorite recipe. In doing this, they are also
practicing their new food vocabulary set. This information gap activity allows
students to remain communicative in practicing the new vocabulary and
grammar structure. This activity allows students to speak with numerous
classmates, which exercises their listening comprehension as well as their
speaking competencies. Because they are using their favorite recipe, there are
more likely to retain the vocabulary and verbs (related to food) that are most
important in their life. Students have to actually listen to each other and practice
pronunciation, as they have to guess which recipe their partner is saying rather
than just saying it as quick as possible then switching partners. By modeling the
activity, students understand what is expected from them during this activity.
Exit Slip 5
Before leaving class, students will write down the rules for forming the minutes
imperative mood and they will write three examples of the imperative mood used
in a sentence (one each for the tu, nous, and vous form).
This is an informal formative assessment that allows me to see whether or not
all of my students have met the objective of recognizing and interpreting the
imperative mood.
I am so pleased with how this lesson turned out. I was worried that students would not be
able to discover the imperative form on their own, but all three sections of French I did this
successfully. In two separate sections of French I, a few of the Spanish speakers identified
that these sentences are commands and made comparisons to their native language,
which prompted the rest of the class to catch on to the rule. In the other class, students who
are native speakers of English were able to discover the rule on their own. Students were
successful in verbally communicating meaning and they were able to apply their new
vocabulary and grammar knowledge to their own preferences. When I asked them,
students reported that they enjoyed using the PACE model to learn this rule and when we
used the imperative again a few days later, the students led the review and I didn’t have to
reteach anything. Student engagement and participation is often an issue in two of these
three classes, and I was pleased to see that nearly all students participated in the recipe
sharing activity. The two students who were distracted during the activity in one of the
classes were able to get on track after I worked with them individually and modeled the task
an extra time for them. In the future, I will continue using the PACE model for introducing
new grammar structures.
LESSON PLAN #3
STAGE 1
Setting the Stage
BIG IDEA
What is the topic/theme of your lesson? Note: Grammar structures cannot be the topic.
French food and culture: comparing two languages and two cultures as they relate to food.
ESSENTIAL QUESTION(S)
What provocative question(s) will foster inquiry, understanding, and transfer of learning?
What are the products and practices in the United States regarding food, meals, and
restaurants?
In what ways are the products and practices in France different from those in the United
States?
LEARNING GOALS
Which World Readiness Standards (ACTFL) does this lesson address?
LEARNING OBJECTIVES
What will learners know and be able to do with what they know at the end of this lesson?
Are the objectives specific, measurable, and performance-based? Do they include all levels
of thinking?
STAGE 2
How will learners demonstrate what they can do with what they know by the end of this
episode?
PERFORMANCE TASKS
What performance tasks will students complete to demonstrate what they can do?
Students will fill in their Venn Diagrams to demonstrate that they can compare and contrast
the two cultures. They will share the contents of their Venn Diagram with classmates in
French.
OTHER EVIDENCE
What other evidence will show that students have attained goals?
Students will participate in discussions to demonstrate that they can communicate as well
as comprehend information that is presented to them. The final class discussion will
demonstrate that students have acquired a new point of view and a new way of thinking
about food and cultural ideals. Students will also complete an exit ticket at the end of the
hour to show what they have learned from this lesson. They will write down three of the
most important things they learned from the class PowerPoint and discussion or from the
video about school lunches.
STAGE 3
What will prepare learners to demonstrate what they can do with what they know?
Are learning activities sequenced to allow students to move from input to shared/guided
practice and then to independent application of new learning?
● Do activities maximize the use of the TL by both teacher and students?
● Do activities provide opportunities for interpersonal, interpretive, and presentational
communication?
● Do activities provide variety to address different learning styles and to enable a
lively pace for the lesson?
OPENING ACTIVITY
How will you capture the students’ energy and engage them in this lesson? This is the
hook!
LEARNING ACTIVITIES
What tasks or activities will be used to ensure learners accomplish the learning objectives?
What will students be doing? What will you be doing?
Rationale Statements: What is your rationale for each step of the learning sequence? Link
rationale statements to Standards, objectives, HLTPs, theory, methods, and/or essential
questions. Please put rationale statements in italics or a different color font.
Venn Diagram 5
Transitioning back into the unit theme, students will begin to fill out a Venn minutes
Diagram that compares American and French cultures relating to food. At this
point, their main focus is on American culture, as it is what they already know.
This Venn Diagram is a tool for students to use throughout the unit. They should
continue adding to it as they learn more about French food culture and the
differences and similarities between the two cultures. This tool is helpful for
students as they will be able to have a visual representation and a place to write
down everything they learn about cultural similarities and differences.
*Students who come from different countries or who identify with a different
culture will be able to compare France with the country/culture of their choice
and their home practices. There are thirteen languages represented throughout
my classes, and most of these students participate in the practices of their
heritage culture.
This lesson went generally well. Due to timing with added activities in previous lessons, this
lesson ended up spilling over into the next day of instruction. We began the next lesson by
watching the video and discussing the differences. Students were still able to complete the
exit slip based on what they learned and discussed during the presentation. The exit slips
revealed that most students took away enough key information from the lesson; however,
there were still a few students who did not write much of a response for their exit slip, even
though they seemed to understand throughout the lesson. This tells me that I might need to
build up the students writing skills in French by increasing the number of writing activities in
class and as homework as well as by scaffolding their responses or giving them tools to
better be able to write a legitimate response. These students are not failing at the content;
they just have the roadblock of writing in a foreign language. Perhaps guided notes or
another format of an exit slip would be a better judgment of what my students learned. For
future culture discussions, I think some sort of graphic organizer would be a good way for
all students to stay organized and to find the most important information from the
text/presentation.
Can-Do Statements
Can-Do Statements
French I – Bon appétit!
Interpretive
I can identify some basic facts from memorized words and phrases when they are supported by
visuals in informational texts.
● I can identify ingredients and foods in recipes.
● I can understand directions for following a recipe.
Interpersonal
I can request and provide information by asking and answering a few simple questions on very
familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and
simple sentences.
● I can contribute to a conversation about food and food culture by giving examples of my
eating habits and routines.
● I can say that I am hungry or thirsty.
● I can ask and answer simple questions necessary for dining at a restaurant.
● I can share how to make my favorite recipe.
Presentational
I can express my likes and dislikes on very familiar and everyday topics of interest using a
mixture of practiced or memorized words, phrases and simple sentences.
● I can tell how much I like or don’t like certain foods.
● I can write a recipe.
● I can tell someone about my daily eating and drinking habits/preferences.
Intercultural
In my own and other cultures I can identify some typical products related to familiar everyday
life.
● In my own and other cultures I can identify some food products that reveal a stereotype
or exaggerated view of a culture.
● In my own and other cultures I can identify some traditional meals and food items.
In my own and other cultures I can identify some typical practices related to familiar everyday
life.
● In my own and other cultures I can identify the elements of the dining-out process.
● In my own and other cultures I can interpret daily routines and consider how people think
about food.
● In my own and other cultures I can identify how, what and why people eat what they do.
Reflection
I evaluated student achievement of the can-do statements based on the results of daily
assignments and activities as well as formative and summative assessments. At the beginning
of the unit, students were faced with these statements and determined whether or not each
statement was a goal, something they can do with help, or something they can do consistently.
At the end of the unit, students self-reflected on the same statements and were able to edit their
responses. These responses determined that most students were able to achieve all of the
can-do statements. This shows that my instruction was successful in providing students with
opportunities to use the French language and to learn about French culture in relation to food. I
feel that the activities in this unit directly impacted student ability to fulfill these can-do
statements; however, these statements positively influenced my instruction, as I was able to
keep a direct focus on what exactly I was teaching in order to get students to achieve these
tasks.
There were some students who still rated a few statements as goals or things they can do with
help, and their assignment and assessment results show that this is accurate. This shows me
that I may have rushed through certain topics or activities or that I need to better differentiate my
instruction. As this was the end of the unit and we must move on to a new unit, my intention is to
incorporate certain topics from this unit into the new unit. It is important that I do not let students
remain in the “goal” category rather than the “I can do this” category. As I do not have the
capability to reteach portions of this unit due to lack of time, incorporating these topics for further
review is the best move I can make. The new unit is about places in the city and the verb aller
(to go), so it is a great opportunity for me to incorporate food and restaurants without repeating
the same thing over and over.
Formative Assessment
French I – Qu’est-ce qu’on mange à la cantine?
Interpretive Assessment
Standards addressed:
Interpretive Communication
A. Key Word Recognition. Find in the infographic the word/phrase in the target language that
best expresses the meaning of each of the following English words/phrases:
The cafeteria Dairy products
Adapted portions Unlimited
Balanced meals More expensive
Main dish Delivery
Financial situation Everyday
B. Main Idea(s). Using information from the infographic, provide the main idea(s) of the
infographic in English.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
C. Supporting Details.
1. Circle the letter of each detail that is mentioned in the infographic (not all are included!).
2. Write the letter of the detail next to where it appears in the text.
3. Write the information that is given in the infographic in the space provided next to the detail
below.
D. Guessing Meaning from Context. Based on the infographic, write what the following three
underlined words/expressions probably mean in English.
1. « Les repas à la cantine sont gratuits pour tous les élèves » ________________
F. Inferences. “Read between the lines” to answer the following questions, using information
from the text.
● What are the cultural similarities and differences between school lunches in France and
school lunches at your school?
● How do the practices/products related to school lunches in the infographic reflect French
perspectives?
● What did you learn about French culture from this infographic?
● How would this infographic have been different if it were written for a US audience?
G. Personal Reaction to the Text. Using specific information from the text, describe your
personal reaction to the article, using the target language. Be sure to provide reasons that
support your reaction.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Interpersonal Communication
On parle!
Partner 1: Congratulations! You are a French student who has been accepted to spend a year
as an exchange student in the United States. However, you are very nervous that the school
lunches at your new American school will be unhealthy and gross. Luckily, you are about to talk
to a student from the American school who will be able to answer your questions about the
school lunches.
● Introduce yourself
● Ask questions about school lunches at EKHS (what is offered, is it good, how much does
it cost, etc.)
● Answer questions about school lunches in France (what is offered, is it good, how much
does it cost, etc.
Partner 2: Congratulations! You are an American student who has been accepted to spend a
year as an exchange student in the United States. However, you are very nervous that you
won’t like the school lunches in France because you are a very picky eater. Luckily, you are
about to talk to a student from the French school who will be able to answer your questions
about the school lunches.
● Introduce yourself
● Ask questions about school lunches in France (what is offered, is it good, how much
does it cost, etc.)
● Answer questions about school lunches at EKHS (what is offered, is it good, how much
does it cost, etc.)
Self-Assessment: Evaluate your performance on this quiz by responding to the questions
honestly. Circle the answer that most accurately represents your thoughts and feelings.
On a scale of 1-5 (1 being not at all confident, 5 being very confident), how well do you think you
did at interpreting the written material:
1 2 3 4 5
1. What types of activities do you think you were most sussessful at on this assessment?
____________________________________________________________________________
2. What is something you would change to be more successful on this assessment?
____________________________________________________________________________
3. What do you feel you gained from this assessment?
____________________________________________________________________________
Rubric
Interpretive Communication
Accomplished Strong Minimal Limited
Criteria Comprehension Comprehension Comprehension Comprehension
Word Identifies all key Identifies majority of Identifies half of key Identifies a few key
Recognition words appropriately key words words appropriately words appropriately
within context of the appropriately within within context of the within context of the
text. context of the text. text. text.
Main idea Identifies the Identifies the key Identifies some part May identify some
detection complete main parts of the text but of the main idea(s) ideas from the text
idea(s) of the text. misses some of the text. but they do not
elements. represent the main
idea(s).
Inferences Infers and interprets Infers and interprets Makes a few Inferences and
the text’s meaning the text’s meaning in plausible inferences interpretations of
in a highly plausible a partially complete regarding the text’s the text’s meaning
manner. and/or partially meaning. are largely
plausible manner. incomplete and/or
not plausible.
Text Type Uses simple sentences Uses some simple Uses words, Uses isolated
and some strings of sentences and phrases, words.
sentences. memorized phrases. chunks of
language,
and lists.
Language Control Is most accurate when Is most accurate with Accuracy is Has little
producing simple memorized language, limited to accuracy even
sentences in present including phrases. memorized with memorized
time. Pronunciation, Accuracy decreases words. words.
vocabulary, and syntax when creating and Accuracy may
are strongly influenced trying to express decrease
by the native language. personal meaning. when
Accuracy decreases as attempting to
language becomes communicate
more complex. beyond the
word level.
Summative Assessment
Skit
French I - Bon appétit!
Faire un sketch...
Standards Addressed:
1.1 Interpersonal Communication
Students are engaging in conversation and exchanging information and opinions
related to food during their skit (rehearsed), but they are asking unscripted
questions and providing answers in French, which is authentic language.
1.2 Interpretive Communication
Audience members are understanding and interpreting spoken language related
to food.
1.3 Presentational Communication
Students present information that they have acquired that is related to food to an
audience of listeners.
2.1 Practices and Perspectives
Students demonstrate that they have an understanding of the relationship
between food practices, including meal times, how to order, and the tipping norm,
and the perspectives of people within the French culture.
2.2 Products and Perspectives
Students demonstrate that they have un understanding of the relationship
between food products, including traditional meals, types of food, and places to
eat food, and the perspectives of people within the French culture.
3.2 Point of View
Students portray the information they have acquired related to the viewpoints of
French people related to food through the French language.
4.2 Comparing Cultures
Students show that they understand how French food culture (products and
practices) is similar and different from their home culture.
5.2 Personal Enrichment
Students show that they are using the language for personal enjoyment and
enrichment by putting in the effort to include information that is beyond the
contents of the classroom notes. They are not reading their skits from a script like
robots.
Directions:
To conclude the unit on food, you will get into groups of two or three to create an original skit
that shows the knowledge you gained during this unit as well as your existing knowledge of the
French language and culture.
Your skit must take place in either a French restaurant, café, boulangerie, or pâtisserie. You will
incorporate the unit vocabulary and phrases along with the verbs boire, finir, prendre, and
vouloir. You should also include French cultural information, including a culturally authentic text
(menu, recipe, or other document related to food). Your skit will be between 3-4 minutes long.
See the rubric for more details.
At the end of your skit, you will ask the audience two questions in French pertaining to your skit
to check for understanding. The audience will then have the opportunity to ask you questions
about your skit if they have any.
You have two class periods to create your skit. Anything that is not finished in these class
sessions must be prepared at home. You will turn in the transcript of your skit after you perform.
Skit Rubric
Category 4 3 2 1
Vocabulary Students can use at Students can use Students can use Students can use
least 15 vocabulary between 10-15 between 5-10 less than 5
words in context. vocabulary words vocabulary words in vocabulary words in
in context. context. context.
Phrases Students use at least Students use 7-9 Students use 5-7 Students use less
10 phrases. phrases. phrases. than 5 phrases.
Verbs Students can use all Students can use 3 Students use 2 unit Students use 1 unit
4 unit verbs in unit verbs in verbs or there is a lack verb or use no
context. context. of context. context.
Spelling & Students have Students have Students have Students have not
Proofreading proofread and edited proofread their skit, proofread their skit, but proofread or edited
their skit. There are but there are 5-10 have left more than 10 their skit.
less than 5 errors. errors. errors.
Preparedness & Students can perform Students can Students hesitate or Students are not
Pronunciation their skit with no perform their skit don’t know what to say prepared and
hesitation and are with little hesitation and have made butcher the
prepared with correct but have minimal effort to pronunciation of
pronunciation of mispronounced correct pronunciation. words in their skit.
words. some words. :(
Creativity & Students add at least Students include Students attempt to Students use only
Culture one piece of cultural some additional add humor and words and phrases
content in addition to content beyond additional content that were on their
the vocabulary and what is on their beyond what is on their vocabulary sheets
phrases (humor, vocabulary sheet, vocabulary sheet. and do not include
cultural info, menu) but there is room to any cultural info.
add more.
Time-Limit Skit is between 3-4 Skit is within 30 Skit is a minute too Skit is more than a
minutes long. seconds of the long/short. minute too
time range. long/short.
Questions Students can ask the N/a Students can ask the Students do not ask
audience 2 audience 1 the audience
comprehension comprehension comprehension
questions in French question in French questions or they
after their skit and after their skit and can cannot provide
can easily answer provide an answer to answers to
questions that are questions that are questions from the
asked by the asked by the audience. audience.
audience.
This assessment was evaluated using the attached rubric. Students were scored on mechanics,
pronunciation, use of grammar concepts, comprehension, cultural relevance, and creativity. I
was relatively pleased with the results of this summative assessment. However, I felt as though
it did not challenge the students enough (many students memorized and spit out each
sentence). Aside from this, students were successful in using presentational communication to
demonstrate their knowledge of the vocabulary, grammar, and culture related to the food unit.
Pronunciation was very strong across the board and groups were able to use a broad range of
cultural facts and tidbits that they learned throughout the unit. Students scores averaged
approximately 28/32.
After experiencing this skit as an assessment tool with my French I students, I have decided
that I will aim to make my future presentational assessments more challenging and relevant to
student lives. Students were successful, but I’m not sure that this task will have a lasting impact
on the students in their language development. I would like to move towards a more
individualized task to assess presentational communication, such as an individual “speaking
story” in which each student individually (and loosely) prepares a summary of their daily routine
related to the unit. This will give each student the chance to present something that is relevant
to their life and not so scripted. Although presentational communication is prepared, I think that
it loses its purpose if it is scripted word-by-word.
Student Survey
Inserted are the results of the Google Form student survey taken by French I and French II.
Data
Data for the student survey is objective due to the fact that the same survey was taken on
Google Forms by both French I students and French II students on a day that I was out of the
classroom (March 5th). The survey was taken by ninety-four students, while approximately half
of these are students in the French I courses. However, all students responses were similar and
in the comments there are a few direct references to the food unit.
Reflection
Some students did not take the survey seriously and left comments that are irrelevant or inside
jokes. I did not tell them that the university would be looking at their results, so some students
left less than helpful comments. However, there were some comments that I felt were very
helpful. Students ask that I speak French slower in class, which I need to improve on in order to
increase comprehensibility. However, I am glad to hear that the students like how much French
I speak in class and that they are eager for more vocabulary and French speaking opportunities.
They enjoy my enthusiasm and passion for teaching and for French. They like the different
activities I have introduced to them and the energy I bring into the classroom. Some students
left the comment that I am strict, while others left the comment that I need to work on controlling
the students in the class more when they are loud. This is a reflection of my classroom
management style and how it interacts with the management style previously put in place by my
cooperating teacher. It is hard to make adjustments based on student comments, as some of
the comments are complete opposites. For example, one particular student asked that I don’t
engage with some of the students “stupid comments,” while other students express that they
appreciate my ability to make the class funny and interactive. I will use this feedback to work on
my ability to blend seriousness and humor to create an engaging learning environment for all
students.