Baptiste Delvallé: global teacher, teaching the whole individual, for the whole world: Example of a unit for French class

This is a unit entitled "Les repas et la nourriture en France" (Meals and food in France). Because I designed the unit while I was not teaching in school, I have designed it with the following fictitious situation in mind. However, note that I would find it easy to modify it to adjust to other teaching contexts. As a matter of fact, I am currently working on modifying it to use it in my current placement at Monroe Middle School in Eugene, OR (USA).

Fictitious teaching context: It is a unit for 6th graders in French 1. The class meets everyday the period just before lunch and for 60-minute periods. The class is composed of 25 students. None of the students have had any substantial French learning experience before. Students are of different levels in their other classes, but since it is 6th grade —their first year in middle school, and the first year teachers in the middle school have them— it is still a little hard to have an opinion as to their exact levels. The unit is to be taught in the first half of the year, in mid- or late-October, or early November (depending on how fast the prior units go). The unit fits in a year plan that looks a little like this:

- Les présentations

- La classe

- L'école

- Les repas et la nourriture en France

- La bande dessinée

- Noël en France

WINTER BREAK

- Noël et nouvel an: debrief + jour des rois

- Les parties du corps

- Les vêtements

- La musique française d'hier et d'aujourd'hui

- Un peu de maths

- Pâques

SPRING BREAK

- Le Petit Prince

So it is still the beginning of the year, but students have already been exposed to a lot of French because the class has a high immersion component from the start of the school year. English is not excluded from the classroom, neither is immersion constant. It simply depends on the unit, on the lesson, on the period. Some periods have much more French content than others.

The first year of French is more focused on France. Mentions of cultural aspects in other Francophone countries may be made when appropriate, or as in-passing comments, but the emphasis is on France. The second year of French, and the other years, focus on the other Francophone countries of the world.

Each classroom is equipped with a video-projector, a doc cam, and a computer for the teacher. There are several computer labs available, and some COWs too (laptops). The school also has a kitchen with several cooking stations, and the school has some budget for teachers to buy food and cook or bake with their class.

Objectives of the unit:

- SWBAT say the name of at least 20 foods in French, and to spell the words correctly and pronounce them intelligibly;

- SWBAT list the four meals of the day in France

- SWBAT give examples of possible menus for each meal of the day in France

- SWBAT give examples of some traditional French dishes or desserts

- SW cook 3 French dishes or desserts

- SWBAT use the imperative form of verbs

- SWBAT order food at a restaurant using polite and complete sentences

- SWBAT express like or dislike in French, with "J'aime" and "Je n'aime pas"

- SWBAT use comparative structures (more than, less than) in French to express preferences

- SWBAT interact with a cashier at a grocery store in French by using the structure "Je voudrais..."

- SW practice the use of picture dictionaries and bilingual dictionaries to make sense of French texts on their own (autonomously)

- SW practice the use of google image and online translators to make sense of words on their own (autonomously)

Oregon Standards:

- SL.PS1.IL.01 Demonstrate understanding of some words/signs, (phrases, everyday expressions and simple statements on a limited range of familiar topics in everyday situations).

- SL.PS1.IR.01 Identify some common words, symbols, phrases and cognates from familiar material.

- SL.PS1.IS.01 Use memorized words/signs, phrases and expressions in everyday situations.

- SL.PS1.PW.01 Write symbols/characters, basic high-frequency words and memorized phrases.

- SL.PS1.PS.01 Present basic information using common words, phrases and everyday expressions.

ACTFL national standards:

- Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

- Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

- Standard 1.2: Students understand and interpret written and spoken language on a variety of topics

- Standard 1.1: Students express feelings and emotions, and exchange opinions

- Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

The unit comprises of several lessons:

- Les repas de la journée (meals of the day)

- La compostion traditionnelle des repas (traditional composition of meals)

- Les aliments (foods)

- Faire les courses (grocery shopping)

- Comment se tenir à table (French table manners)

- Commander au restaurant (order food at a restaurant)

In addition, there will be two cooking/baking sessions, and a cooking/baking assignment at home.

Each lesson teaches French and, as it does so, exposes students to cultural content about France. Some lessons will be full immersion, others will not.

The unit will be formally assessed in two ways:

- with a final presentation (see deliverable 8)

- with a comprehensive final exam (see deliverable 9)

The unit takes place over two weeks and a half, including a half week of final presentations and final exam:

In more details (outline and lesson plans):

Day 1: Introduction of the unit and "Les repas de la journée"

Objectives:

- Catch students' attention and interest in the unit

- SWBAT list the 4 traditional meals French people have

- SWBAT say what the names of the meals are in French and pronounce them intelligibly

- In addition to the names of the meals, SWBAT pronounce intelligibly the following phrases: "les repas de la journée; le matin; le midi; l'après-midi; le soir".

Sequence of activities:

- "Have you ever wondered what people in other cultures eat?" I ask at the beginning. "Well, in France, we eat snails, and pigeons, and the liver of ducks we've force-fed. We also eat a lot of other great things like delicious pastries and wonderful meat and fish, and warm tasty breads, etc."

I say to to get my students' attention.

Then, switching to French, I show them some French food products (pâté, French chocolates, croissants, etc.). If the school allows, I have them taste small bits. If the school doesn't allow, I just show them.

- All this being set, I announce that we'll do a two and a half week unit on food and meals in France. I point to the title of the unit, written on the board, and read it, model pronunciation, ask them to repeat.

- Deliverable 1 is distributed, we go over it, I present what's going to happen in the unit

- I orally inquire what the meals of the day are in France and in French (some students might know)

- Then I switch to French and tell them what the meals of the day are. I model pronunciation and have them repeat (till they say it right) the following: le matin (morning), le petit déjeuner (breakfast); le midi (noon), le déjeuner (lunch); l'après-midi (afternoon), le goûter (snack time); le soir (evening), le dîner (dinner). I point to the articles to show these words are all masculine.

- Have students write the expressions in their notebooks with either a translation or a drawing (whatever is preferred by each student)

- Quel est ton repas préféré game: students are given a blank card. They are asked to write: "petit déjeuner"; "déjuener"; "goûter"; and "dîner" on it, and to leave space next to or below each. I teach them how to say "Quel est ton repas préféré ?" and tell them what it means (i.e. What's your favorite meal?). They have to go around, mingle, and ask as many people as possible what their favorite meal is. They pencil sticks next to meals each time someone tells them that meal. The goal is to have as many sticks next to each meal as possible. It has to be done all in French.

(I walk around to help students and correct pronunciation).

- We debrief: we gather back as a group/go back to our desks. I ask a few what their favorite meal is (in French). If time allows, I also ask what the favorite meal of someone else is (teaching them "Le repas préféré de .... est ...." —the favorite meal of .... is ....), just orally, just in passing. I do so by asking "Quel est le repas préféré de Mary ?" (what's the favorite meal of Mary (or anyone else)). Whoever knows answers.

Day 2: Les repas de la journée et leur composition traditionnelle

Objectives:

- SWBAT give a menu example for each of the 4 traditional meals in France

- SWBAT recite the French words for at least 3 foods

- SWBAT pronounce at least 3 of the foods presented today intelligibly

- SWBAT use google image or online translators to find out the meaning of a French word

- SWBAT compare the traditional composition of meals in France with some of the traditional compositions of meals in the US, and with the composition of their own meals

Sequence of activities:

- Oral quizzing/review of the four meals of the day, in French

- Presentation by me (teacher) of traditional compositions of the four meals of the day, based on a powerpoint with the name of each meal written on a slide with pictures illustrating what that meal might look like and with a visual showing when the meal is take (have students repeat the words that designate the meals, and the foods).

- "Put foods in the right category" game: the board is divided in four; students are given one of two post-it notes each; they have to put them in the right place on the board; students must help each other; whole class correction.

The following words would be one the notes: un croissant, une chocolatine, un pain au chocolat, une tartine, de la confiture, du pain et du beurre, un café, un thé, un chocolat chaud, des fruits, du jus d'orange, des carottes râpées, une salade de concombre, du poulet, des frites, un steak hâché, une escalope de dinde, des champignons, des lasagnes, des pâtes, des tomates, du fromage, des cailles, du lapin, des haricots verts, des pommes de terre, du poisson, du saumon, du thon, des sardines, des crevettes, des moules, des calamars, du bœuf, du veau, du pâté, du riz, des courgettes, un yahourt nature, une mousse au chocolat, une crème dessert, une compote de pommes, un tarte aux pommes, un gâteau au chocolat,

These words won't have been introduced yet. The game will take a lot of time because students will have to look up their words (unless they already know what it is).

Computers will already be set around the classroom. Half of them will already have google image on the screen, the other half online translators (google or reverso). The computers are clearly marked (all the translators are on one side of the room, all the google image are on the other side).

Students will be instructed to look up their words if needed, on either google image or a translator, whichever they prefer, and then put their post-it note on the board where they think it belongs (and to leave the computer to someone else who needs it; and then go back to their seat).

It will be a little chaotic, but I think it's worth it.

This is followed by a whole class correction.

- For homework, each student is given a French cookbook (to bring back the following day). They have to flip through it and come up with a menu for a lunch or a dinner.

[see deliverable 2]

Day 3: Les aliments

Objectives:

- SWBAT identify at least 10 foods in French

- SWBAT pronounce intelligibly at least 10 foods in French

- SWBAT spell correctly at least 10 foods in French

- SWBAT express like or dislike in French, with "J'aime" (I like) and "Je n'aime pas" (I don't like)

- SWBAT build sentences involving the expression of like and/or dislike and the name of foods (e.g. "J'aime le poulet. Je n'aime pas le poisson." —I like chicken. I don't like fish.)

Sequence of activities:

- Sharing/correction of the menus written by students for homework

- Powerpoint presenting some foods (with pictures and the names). Go over it, model pronunciation and have them repeat. Have them write the vocabulary in their notebooks.

- Then write "J'aime..." and "Je n'aime pas..." on the board. Read them, have them repeat until pronunciation is correct.

- Switch to French for the rest of the period and model sentences with "J'aime" (I like) and "Je n'aime pas" (I dislike), with explanatory gestures and facial expressions, and pointing out at things, and writing the sentences on the board. E.g. J'aime le chocolat. Je n'aime pas les glaces.

- Have students say sentences with the structures.

- Have students write 3 sentences with "J'aime" and 3 sentences with "Je n'aime pas" in their notebooks.

Day 4: Les aliments (continue)

Objectives:

- SWBAT identify, pronounce intelligibly, and spell correctly at least 10 new foods in French

- SWBAT express preferences with "J'aime mieux... que..."

- SWBAT express liking less than, with "J'aime moins... que..."

- SWBAT orally build sentences in French with the structures of the day ("J'aime mieux... que..." and "J'aime moins... que.. .") and with the names of foods

- SWBAT write these sentences with the help of a model written on the board (or projected on the screen).

Sequence of activities:

- Oral quizzing/review of the vocabulary learned the day before, and of the structures ("J'aime" and "Je n'aime pas")

- Explicit teaching of "J'aime mieux... que..." and "J'aime moins... que..." (writing it on the board, saying what it means, modeling pronunciation, having them do it). Then model it in French by giving examples (e.g. "J'aime mieux les carottes que les tomates")

- Have them do sentences, orally (whole class and then small groups)

- Have them write three sentences with each structure in their notebooks

- Learn more food vocabulary with the food mingle game: each person is given a card with the name of a food and a picture illustrating it. Students have to mingle and when they meet someone, they have to say "J'aime..." or "Je n'aime pas..." and their food. The other person replies with "J'aime mieux... [the food of the other student] que... [the student's food]" or "J'aime moins... [the food of the other student] que... [the student's food]"

(For example: A: j'aime le poulet. B: j'aime mieux le poulet que le poisson).

Before playing the game, we go over all the words, projecting the cards on the doc cam as I distribute them: I project the card, pronounce it, have them repeat until correct pronunciation, give the card to someone. When they all have a card, the game starts and continues till towards the end of the period. (the game's modeled when explained).

- At the very end of the period, I brief students about the following day, when we'll cook in the kitchen. I go over safety rules in English, and safe behaviors I expect of them. I also remind them that the entire period is going to be in French, that I'll speak only in French, and that I'll expect them to try to speak in French to me —telling them they should try their best, use gestures, point to things, etc. when they don't know a word. I also tell them they'll be in groups of 4 and they're free to form their groups as long as they work well together. I'll re-form groups if needed, so they'll have to show me they're responsible and that I can trust them to make smart choices. For homework, I ask them to review all the foods vocabulary to make understanding easier tomorrow.

Day 5: Cooking period

This period is a full immersion period that takes place in the kitchen. Students will cook a quiche. They will follow the direction of a written recipe given to them, as well as the oral directions (and visual modeling) of the teacher. All will be in French. Students will make the dough from scratch and then the filling. The quiches will be baked and students will have the option to have them for lunch.

Objectives:

- SWBAT make a quiche from scratch and thus be exposed to a cultural tradition (cooking + the quiche)

- SW hear authentic and natural French throughout the period and experience an immersion environment

- SW see and hear many forms of the imperative form (in the recipe and the oral directions). With the homework handout, students will know how to build the imperative form in French and will be able to build at least 3 sentences using the imperative, and SWBAT write a brief and simple cooking recipe using the imperative

- SW work collaboratively on making food

Sequence of activities:

- Students get in the classroom. Everything is in French from the start. They get to their work stations with their groups. If there are group-less people, I assign them a group.

- I go over the safety rules of the kitchen. They're written in French on the board, with visuals to make them clear. I makes gestures and mimes to be clear. [note they've been given in English the day before]

- Then I tell them we're going to make a quiche. I point to the recipe and then I start making a quiche to model for them, and prompt them to do the same. I give directions throughout, until we've made the quiche. I hand out the ingredients, because it allows me to say the ingredients' names as I hand them out, and to interact with the students.

- When the quiches are cooking, we clean. I also give them the worksheet on the imperative for homework [see deliverable 3]. If we have some time left, they can start working on it.

- Right before the bell rings, I remind students they can stay here to have some quiche or take a piece away with them. For those who stay, I make sure to ask "Tu aimes la quiche", modeling "Oui, j'aime la quiche / Non, je n'aime pas la quiche" if needed.

Day 6: Faire les courses

Objectives:

- SWBAT interact with a shop keeper in French by using the structure "Je voudrais..."

- SWB exposed to more French products

- SW take guesses at the pronunciation of words

Sequence of activities:

- Oral quizzing/review of some of the vocabulary learned last week.

- I ask them how they did on their homework on the imperative. I answer questions regarding it. I re-explain the concept if needed. We correct exercise 1 on the worksheet. I collect the recipes written for exercise 3.

- There are several posters around the room: one representing une charcuterie (cured meat market), one representing une boucherie (meat market), one representing une fromagerie (cheese market), one for une poissonerie (fish market), one for un supermarché (grocery store), one for un primeur (vegetable and fruit market), one for un caviste (wine market), one for une boulangerie (a bread bakery), one for une pâtisserie (a sweats bakery). Each poster has the name on it, as well as a picture illustrating it. Under it, there are several names (about 10) of items found in such store (for the fromagerie, names of different cheeses, for the primeur, names of different vegetables and fruits, and so on).

- I explain that in France there are still a lot of specialty stores that sell only one type of foods. I go over all the posters, reading the names (and having them repeat), and explain what they are by showing the illustrations.

- Then we play a game (this is all in French): I assign some students to the store, walking them to it. I teach them to say "Bonjour. Qu'est-ce que je vous sers ?" (I write the sentence on the board and have them repeat/practice it). Then I tell the others they are customers. I give them each a bag and a marker I tell them they have to go grocery shopping to all the stores. When they get to the store, the shop keeper has to say "Bonjour. Qu'est-ce que je vous sers ?". The customer then answers "Je voudrais...[and the name of a product written on the poster] s'il-vous-plaît". I write the sentence "Je voudrais... s'il-vous-plaît" on the board, model it, have them practice it. When they've said their sentence, the shop keeper has to write the name of the product on the customer's bag. The customer moves on, the game continues. At the end, you must have 9 products written on your bag (as many as there are stores).

- The game is played. I walk around to correct pronunciation, and to help those who need help.

- When the game is done, debrief in French: ask some students what they have in their bag (written on it). Ask shop keeper what items were the most popular.

- Debrief in English, ask students what they learned today. Ask them what products they didn't know, tell them more about it.

Day 7: Imperative handout sharing time. Comment se tenir à table.

The first half of this period is dedicated to the sharing of the recipes students created for their worksheet on the imperative. A few students will share them out loud, which will allow me (teacher) to correct their pronunciation. This whole-class sharing will also allow one more review of the concept of the imperative, and leave room for clarification of confusions, if any. Students will then share their recipes in small groups, still reading them out loud, and then passing their written recipes around.
The second half of the period will be dedicated to a short lesson on table manners in France. This second half of the period will be held entirely or almost entirely in French.

Objectives:

- SWBAT explain the emphasis on table manners in France

- SWBAT compare in English French table manners with American table manners and with the table manners they themselves follow and know

- SWBAT list at least 3 rules of the French table manner etiquette in French

Sequence of activities:

- Short oral quizzing/review of some of the vocabulary learned the day before

- Time to share and correct exercise 2 on deliverable 3

- Time to share the recipes students have written (exercise 3 of deliverable 3). Students read them as loud, showing their text on the doc cam. I correct pronunciation. Students are instructed to read them out loud without saying what the recipe is for (and hiding what it's for on the doc cam). The other students have to guess what the recipe is for.

- Then I switch to French only for the rest of the period (until debrief) and set a table cloth on the round table, which I drag in the middle of the room. I gesture to (and tell) students to gather around and look at what I'm doing. In French, I talk aloud, setting the table, with the silverware the way we'd put it in France, etc. I comment on all the things I do, point to the silverware when I put it (asking students to repeat), etc. When the table is set, I choose some students to sit at the table with me. I explain the table manners, in French, adding gestures to explain each one. I have them do the same and play the role of the grumpy, traditionalist, old snob who teaches them good table manners.

- Then, I write a list of 7 table manners on the board (in French), drawing a picture next to them to illustrate it. I ask them all to write them in their notebooks. I say the table manner out loud as I write it, and mime it again.

- Then I break for debrief, switching back to English. I tell them these, that I just presented, are some of the French traditional table manners. I clarify if they have questions. I ask them to tell me what table manners they themselves observe, and which ones they think are observed by most people in America.

- I ask them to get in groups. I give a card with one table manner written in French (with no visual, but the list with visuals is still on the board) to each group, and ask them to find a reason, a rationale, for the table manner (e.g. "ne pas parler la bouche pleine" : because if you have food in your mouth, people cannot understand when you speak, and you might spit food out)

- Each group shares

The table manners I say out loud/write on the board are: se tenir droit, ne pas parler la bouche pleine, ne pas mettre les coudes sur la table, finir son assiette, ne pas boire d'un trait, attendre tout le monde avant de commencer à manger, ne pas passer son bras devant quelqu'un d'autre, ne pas se resservir soi-même, attendre que tout le monde ait fini avant de quitter la table

Day 8: Commander au restaurant:

FULL LESSON PLAN

Rationale: This lesson is about interactions in a restaurant, and more specifically how to order food in a restaurant. It is composed of a review of some of the foods learned in class before. It then proceeds to teach sentences customers might say to a waiter or waitress. This new knowledge is then applied with a role-play, first modeled by the teacher, then played by the students in small groups, with some students as the waiters, others as the customers. The menus and other materials may appear way too difficult, but it intends to show students an authentic resource and to push them to try their best to work with hard material.

Lesson objective:

- SWBAT order food at a restaurant in French, out of a menu, using complete sentences.

Lesson assessment:

- The period will culminate with a simulation of a restaurant scene, with me (the teacher) and then other students, as the waiters, and the other students ordering (out of a menu) one entrée (starter), one plat (main dish), and one dessert (dessert). Whether the lesson objective has been reached can therefore be assessed orally/informally during this activity.

Standard:

- SL.PS1.IL.01 Demonstrate understanding of some words/signs, (phrases, everyday expressions and simple statements on a limited range of familiar topics in everyday situations).

- SL.PS1.IS.01 Use memorized words/signs, phrases and expressions in everyday situations.

Time: one period

Materials:

- 25 restaurant menus [see deliverable 4]

- a projector to project the powerpoint associated with this lesson

- the powerpoint associated with this lesson

- 5 note pads

- 5 waiter's aprons or vests

Beginning of lesson:

- Students get in. I greet the students. Bell rings. Greet the group.

- Announce the plan of the day: "so, as of now in our unit about les repas et la nourriture en France, we've learned about the meals in France, we've seen a lot of French words that designate food items, talked about table manners in France, etc. Today, let's learn how to order food in a restaurant." [1 minutes]

- Revise vocabulary: Today, to take attendance, I'll call names and when your name is called, please say a food vocabulary word you remember." Take roll. [5 minutes]

- Revise vocabulary some more: "good, so now, just to remember the vocabulary even better, here are some pictures, can you tell me what they represent?" [see powerpoint] [5 minutes]

- then show slide with all the pictures and words and leave it there for the rest of the period. Point to the two pictures/words I added.

Middle of the lesson:

- "alright, so now that you know what food you may want to order, let's find out how to order it. We're going to do a restaurant simulation: we are going to pretend that we're at a restaurant. You guys are the customers, and I am the waiter, and you guys are going to order food out of a menu I'm going to give you when we do the simulation." [2 minutes]

- So that you can do this activity we need to know how to order. Does anyone already know how to, or have an idea how to? (if yes, and it's correct, I congratulate that person and ask them to still pay attention because they will learn other ways too, and I ask them to make sure to help the others if they need) [2 minutes, maybe more if someone knows]

- So, a first way is "Je vais prendre..."