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EDCI 469 Listening, Speaking, Reading Activity (Lesson Plan) Victoria Duke
La NourritureTopic: La Nourriture
Grade: 6
Time: 60 minute lesson or can be split over two 30 minute periods
Prescribed Learning Outcomes: Identify elements of Francophone cultures that are different from or similar to
their own Express preferences
Specific Learning Objective: Students will develop and enhance their French vocabulary of food. Students will
also express preferences by designing their own lunch using learnt vocabulary. Students will then compare and contrast their lunch with a typical francophone lunch.
This lesson is manageable because it will easily fit within an hour class period or two thirty minute class periods and acts as an introduction to French food and culture that will be expanded on in future lessons. This lesson is measurable as students will be formatively assessed on their answers during the vocabulary lesson and formally assessed on the lunch they create and their exit slip. This lesson is made first and most important because it builds essential vocabulary and fulfills prescribed learning outcomes.
Cross-Curricular Connections: This lesson involves health and nutrition by using Canada’s Food Guide This involves math through the use of venn diagrams
New Learning: Students will develop and enhance vocabulary of la nourriture (Une pomme de
terre, un gâteau, le lait, une banane, la viande, un œuf, un biscuit, une pomme, une carotte, la crème glacée, le fromage, le poulet etc.)
Students will understand how their lunch is similar to and different than a typical Francophone lunch
Materials: Assortment (8-10) of common foods (example: banana, orange juice, apple, rice,
carrot, egg, cookies, potato, chicken, etc.) Table Vocabulary game cards (attached to document or make your own) Timer Poster of Canada’s Food Guide (French side) posted in classroom (can be printed
from http://www.hc-sc.gc.ca/fn-an/alt_formats/hpfb-dgpsa/pdf/food-guide-aliment/print_eatwell_bienmang-fra.pdf )
Bottom part of shoeboxes (1 per student + 1 for teacher to make French lunch)
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EDCI 469 Listening, Speaking, Reading Activity (Lesson Plan) Victoria Duke
Francophone lunch kit prepared in advance (pieces and instructions attached to document)
Exit Slips 1 per student (attached to document)
Adaptations:For students who struggle in French, have them complete the vocabulary activity and work on their lunch kit with a student who is strong in French.
Lesson:Opener/ Review (2-3 minutes):
Begin the lesson by building students’ French vocabulary of foods . Do this by placing an assortment of common food on a table in front of students. Hold up one food item at a time for students to see and say the food in French along with the article. After you have said the word, have the students repeat the word back to you. (For example if you held up a banana you would say “Une Banane” and then would have the students say “Une Banane”). Continue until you have held up all the food on the table.
Vocabulary Activity (25-27 minutes):
After reviewing the names of food in French as a class, students will have an
opportunity to practice and enhance this vocabulary through the following vocabulary
activity. Organize students into pairs. Hand each pair a pack of game cards. Instruct
students to speak in French throughout the entire activity. During the activity, students
will work with their partner as a team. The goal of this activity is for the pair of students
to try and determine as many foods as possible during the time allowed. To do this, one
student (Student 1) will pick a game card. Student 1 will then read (silently) the food on
the game card and try to have their partner (Student 2) determine which food it is. Student
1 will complete the four sentences on the game card according to which food it is. If
Student 2 is still unable to guess correctly after hearing all four sentences, Student 1 will
offer additional hints until Students 2 guesses correctly. After a food has been guessed
correctly the students will switch places. Student 2 who was guessing will now draw a
new game card and describe the food while Student 1 guesses. Students will continue to
alternate until all the foods are correctly identified or the time runs out. Every game card
has a picture of the food for clarification. While students are working in pairs, the teacher
will be timing the class for 10 minutes. The teacher should give a 3 minute and 1 minute
warning for students. Once the time is up, the teacher must instruct all the students to
stop. While students are playing, the teacher should move around the room to observe
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EDCI 469 Listening, Speaking, Reading Activity (Lesson Plan) Victoria Duke
each pair to see which foods they guessed correctly or had difficulty with to formatively
assess for understanding. The teacher will then go over each food card with the class.
Culminating Activity (25-28 minutes):
Tell students that they will now use the vocabulary they learnt to design their own
lunch. Hand each student the bottom of a shoebox. Tell students that their shoebox is
their lunch kit. The students are to create their favourite lunch by drawing a food,
colouring the food, writing the French name of the food along with the article on the front
of the food and gluing it inside their lunch kit. Remind students that they should have at
least one food from each of the four main food groups that they have been learning about
in their health class. Tell the students they can go look at the poster of Canada’s Food
Guide if they need help or ideas. If students finish their lunch kits early they can decorate
the outside of their lunch kit.
Once students have finished their lunch kits. Ask them what types of food they
included in their favorite lunch and make a list (in French) on the board. While writing
the foods on the board, have the students repeat them back to you to enhance and practice
their vocabulary. Afterwards, show students the Francophone lunch kit you created in
advance. Write down the foods included in the Francophone lunch on the board next to
the foods included by the class. Have the students repeat the words written on the board
once again. Pass the Francophone lunch kit around for students to have a visual
representation of the lunch. Begin a class discussion by asking students what similarities
there is between the foods in their lunch kits and in the Francophone lunch kit. Ask
students what differences there are between the class lunch kits and the Francophone
lunch kit, if they have or would like to try in the Francophone lunch kit, and which foods
they wouldn’t like in the Francophone lunch kit.
Closure (2-5 minutes):
Hand each student an exit slip. Tell students that in the next few lesson we will be
learning more about French foods and culture and comparing and contrasting them with
our own food and culture. Tell students that to end the lesson they will be filling out an
exit slip. The exit slip includes a venn diagram (if students need a reminder draw a venn
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EDCI 469 Listening, Speaking, Reading Activity (Lesson Plan) Victoria Duke
diagram on the board and explain the different parts). Ask students to hand in their exit
slip and lunch kit once they are finished.
Assessment:
Students will be formatively assessed for understanding of learnt French vocabulary
through observations during the vocabulary activity when students are working in pairs.
Students will be formally assessed on the lunch kit they created by checking if the
students created a lunch that included the four food groups and if the students were able
to apply the learnt vocabulary by writing the name and article of the food correctly in
French. Students will also be formally assessed on their exit slips to check for
understanding of the concepts learnt within the lesson including French vocabulary and
comparing and contrasting our food with French food.
Evaluation:
After this lesson ensure to evaluate the lesson and yourself based on student
understanding.
Follow-up/ Extensions:
The lessons following this lesson should continue enhancing food vocabulary and
examining French food and culture.
Students could prepare dishes from their own cultural backgrounds and you could
bring in a French dish. The students could try and compare the dishes.
The teacher could host a French lunch in which the students eat French food for
lunch and experience French culture by speaking only in French and singing
French songs.
The teacher could organize to have “cabane à sucre” for the students and then
discuss “Carnaval” which is a French festival in Quebec.
Additional Resources (on next few pages):
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EDCI 469 Listening, Speaking, Reading Activity (Lesson Plan) Victoria Duke
Game Cards (Vocabulary Activity)
Une Pomme de Terre
Je mange cette nourriture pour _______. (dîner, déjeuner, dessert, collation)
J(e /‘) ______ cette nourriture. (aime, déteste)Je mange cette nourriture_____. (chaque jour, parfois, jamais)
Cette nourriture est un(e) _______.(légume, fruit, dessert, produit laitier,
produit des animaux, collation)
Un Gâteau
Je mange cette nourriture pour _______. (dîner, déjeuner, dessert, collation)
J(e /‘) ______ cette nourriture. (aime, déteste)Je mange cette nourriture_____. (chaque jour, parfois, jamais)
Cette nourriture est un(e) _______.(légume, fruit, dessert, produit laitier, produit des animaux, collation)
Le Lait
Je mange cette nourriture pour _______. (dîner, déjeuner, dessert)
J(e /‘) ______ cette nourriture. (aime, déteste)Je mange cette nourriture_____. (chaque jour, parfois, jamais)Cette nourriture est un(e) _______.(légume, fruit, dessert, produit laitier, produit des animaux, collation)
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EDCI 469 Listening, Speaking, Reading Activity (Lesson Plan) Victoria Duke
Une Banane
Je mange cette nourriture pour _______. (dîner, déjeuner, dessert)
J(e /‘) ______ cette nourriture. (aime, déteste)Je mange cette nourriture_____. (chaque jour, parfois, jamais)Cette nourriture est une _______.(légume, fruit, dessert, produit laitier, produit des animaux, collation)
La Viande
Je mange cette nourriture pour _______. (dîner, déjeuner, dessert)
J(e /‘) ______ cette nourriture. (aime, déteste)Je mange cette nourriture_____. (chaque jour, parfois, jamais)Cette nourriture est une _______.(légume, fruit, dessert, produit laitier, produit des animaux, collation)
Un Oeuf
Je mange cette nourriture pour _______. (dîner, déjeuner, dessert)
J(e /‘) ______ cette nourriture. (aime, déteste)Je mange cette nourriture_____. (chaque jour, parfois, jamais)Cette nourriture est une _______.(légume, fruit, dessert, produit laitier, produit des animaux, collation)
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EDCI 469 Listening, Speaking, Reading Activity (Lesson Plan) Victoria Duke
Une Pomme
Je mange cette nourriture pour _______. (dîner, déjeuner, dessert)
J(e /‘) ______ cette nourriture. (aime, déteste)Je mange cette nourriture_____. (chaque jour, parfois, jamais)Cette nourriture est une _______.(légume, fruit, dessert, produit laitier, produit des animaux, collation)
Un Biscuit
Je mange cette nourriture pour _______. (dîner, déjeuner, dessert)
J(e /‘) ______ cette nourriture. (aime, déteste)Je mange cette nourriture_____. (chaque jour, parfois, jamais)Cette nourriture est un(e) _______.(légume, fruit, dessert, produit laitier, produit des animaux, collation)
Une Carotte
Je mange cette nourriture pour _______. (dîner, déjeuner, dessert)
J(e /‘) ______ cette nourriture. (aime, déteste)Je mange cette nourriture_____. (chaque jour, parfois, jamais)Cette nourriture est une _______.(légume, fruit, dessert, produit laitier, produit des animaux, collation)
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EDCI 469 Listening, Speaking, Reading Activity (Lesson Plan) Victoria Duke
La Crème Glacée
Je mange cette nourriture pour _______. (dîner, déjeuner, dessert)
J(e /‘) ______ cette nourriture. (aime, déteste)Je mange cette nourriture_____. (chaque jour, parfois, jamais)Cette nourriture est une _______.(légume, fruit, dessert, produit laitier, produit des animaux, collation)
Francophone Lunch
Cut out the following images (or create your own) with the French word and glue them
inside the bottom of the shoebox.
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EDCI 469 Listening, Speaking, Reading Activity (Lesson Plan) Victoria Duke
L’eau
Une Baguette
Les Fruits
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EDCI 469 Listening, Speaking, Reading Activity (Lesson Plan) Victoria Duke
Le Poulet
Le Fromage
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EDCI 469 Listening, Speaking, Reading Activity (Lesson Plan) Victoria Duke
Les pâtes à choux
(Les pâtisseries)
EXIT Slip
Name:_____________
Date:_______________
#1. In the space below draw and label the following foods: une banane, un œuf, le poulet,
le fromage, une carotte et un biscuit.
#2. Complete the venn diagram below to show the differences and similarities between
the lunches the class created and the Francophone lunch.
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EDCI 469 Listening, Speaking, Reading Activity (Lesson Plan) Victoria Duke
Class Lunches: Francophone Lunch:
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