BHedger

Brittany Hedger EDC 448 Dr. Coiro

This Diverse Text Set is designed for French level 1 and 2 students in middle or secondary school. All of the texts that would be used in this unit are centered on **//la nourriture//**; food. Students will have the opportunity to identify foods in French, learn how to order at a restaurant or café, and also how to shop for food. As always with languages the emphasis will be focused on developing reading, writing, and listening skills to improve on these students ability to be able to speak and understand the French language. Some of the texts mentioned below will also allow students to learn more about French culture.
 * Introduction ** :


 * A. Print Resources **


 * Textbooks: Discovering French Nouveau 1 & 2 **
 * Citation: ** Schmitt, C., & Lutz, K. (2002). // Bon voyage! level 1 student edition: glencoe french, level 1 french edition. // Columbus, OH: Glencoe/McGraw-Hill.
 * Summary: ** This is a textbook that I would use as the students main source for information. There are two essential chapters in the book that talk about food and different aspects in life that involve the use of food. For example, visiting a restaurant, buying groceries, talking about what you have and don’t have in your refrigerator.
 * Rationale: ** I chose this text because it is full of not only vocabulary words that are useful in many settings but also because it will touch on a few key words. aimer/to like, manger/to eat, prendre/to take or to order. Students will be learning how to conjugate these new words so they can be used correctly in French. This book is also great because it has so many supplements about the French culture. There is one excerpt that talks about meals in France and how they handle breakfast, lunch, and dinner. These supplements are in French but use vocabulary that a beginning student will be able to understand. Cultural excerpts like these a great because when you understand the culture in which the language comes from you learn so much more.
 * Use of Text: ** This text has many different uses for the purpose of this unit. First it contains all of the vocabulary that this unit will be focusing on. It contains dialogues that the students will act out in class and then respond to the questions afterwards to make sure they have a full understanding. There are grammar exercises along with other speak aloud activities. This text has so many things to offer that it would be surprising if this was not used in this unit.


 * Text #2: Short Stories **
 * Citation: ** Gaab, C. & Andre, L. (2006). // The new raconte-moi encore : teachers manual. // Chandler, AZ : TPRS Publishing, Inc.
 * Summary: ** This book is full of short stories in French that would be useful for classroom instruction. They cover a wide range of topics and also have a page just with pictures so students can tell the story through pictures instead of words. The story that I selected I thought would be a good supplement to the lesson because it talks on the subject of food.
 * Rationale: ** Short stories are great for language instruction because they can be used in a variety of ways. Students can read the text on their own or with a partner. They can look to pull out words that talk about food, or words that a just new to them. Reading is a huge part of any language development so it is important students are introduced to many different texts.
 * Use of Text: ** The main way in which I would use these texts is by doing a role play activity. This gets the entire class involved and active in the lesson. First a few students will come up and be the characters that are presented in the story while I read it to the class. For the rest of the class I will pose questions to them about the characters and what is going on in the story while I’m reading. The great part about this is that this lesson can be conducted entirely in French even at the beginning level. It involves not only students reading skills but their listening and comprehensions skills as well.
 * Attachment: ** See attachment # 2.


 * Text #3: French Food Magazine **
 * Citation: ** Silverman, J. & Tenaglia, S. (2007, March).Tropical fruit crepes with vanilla bean and rum butter sauce . //Bon appetit//. Retrieved October 16, 2009, from [|http://www.bonappetit.com/dishes/crepes/2008/04/tropical_fruit_crepes_with_vanilla_bean_and_rum_butter_sauce]
 * Summary: ** This magazine is full of recipes that you are sure to find French food as well. Looking through the archive I saw recipes for making crepes, truffles, and croque monsieurs.
 * Rationale: ** All of these foods are seen in the French culture and this would be a great way to introduce students to the kinds of things the French like to make. I would use this text for beginning French students because it is in English. Now they can go through and see what words they now know how to say in French. The great part about the magazine I chose is that it comes out monthly and the topics go along with that month. This magazine is the thanksgiving edition. Students can go home show their parents and connect what they have learned in French class to Thanksgiving.
 * Use of Text: ** A great way to get students involved is to have hands on activities. With a lesson on food this is simple; allow the students to make the food themselves. They can write out all the ingredients and the baking tools that they will use in French. Then they will bring the class in their final product and teach the class in French how they made their food item. I would definitely give the students a chance to work in partner groups if they would like because this can be time consuming and a bit of a challenge for beginning French students, but it is also a fun way to learn about food.
 * Attachment: ** See attachment #3.


 * Text #4: French Newspaper Article **
 * Citation: ** Pham, A. (2009, October 8). Ce que mangent les obama. //l'express//. Retrieved October 13, 2009, from []
 * Summary: ** This article came from a popular newspaper in France and is accessible online. The newspaper covers a wide range of topics from global news, to fashion, to politics. The article I chose talks about the Obama family and how they prepare their meals.
 * Rationale: ** I thought this would be an interesting article because it is about the US president’s family and then relates to the lesson topic of food. The article is definitely challenging because it is presented entirely in French. The goal is for students to be exposed to French news so then when they gain more fluency in the language they can revisit the newspaper online to improve on their French.
 * Use of Text: ** This would be used as just a fun article handed out to the class. Before reading the article I would have students go through and pull out any vocabulary words that they may be able to recognize. In this article students may find the words //la famille, américains, soupe, or poulet.// After that I would talk about some other key words in the article, read the article in French, and then give them explain to them what it is talking about in French. To end off we would have a classroom discussion about the article.
 * Attachment: ** See attachment #4


 * Text #5: Online Article **
 * Citation: ** Heyhoe, K. (2004, December 28). //Global Destinations:// // France //// Background // . Retrieved October 13, 2009, from []
 * Summary: ** This text gives a brief introduction to why French cuisine is nationally recognized. It also touches on some background information with details on when French cuisine first began.
 * Rationale: ** This text is a good way to start off the entire unit for French food and restaurants. It will give students a better idea of what makes French cuisine so well known. For the students that like history, facts, and dates this would be an excellent article for them to read.
 * Use of Text: ** As I mentioned this article is a great way to start off the entire topic of food. Reading the article in class and then having a discussion about French culture in terms of cuisine would work well for this unit. In the article it mentions some geographical parts of France. I would definitely refer back to this when we go into talking about how the French are known for making good wine and cheese.
 * Attachment: ** See attachment #5.


 * B. Media Resources **


 * Text #6 : Song **
 * Citation: ** Hyde, J., & Hyde, M. (2002). // J'aime et je n'aime pas/I like and I don't like // . Retrieved October 20, 2009, from []
 * Summary: ** This is a song that came from the album “Zim Zam Zoum! Vol 1”. This song is about saying what you like and do not like. It mentions in the song liking pizza and cake, and then later how you do not like the taste of onions.
 * Rationale: ** This is going to reintroduce how to tell people what things you like and don’t like; the verb //aimer// in French. By students singing the song they are now reading and speaking in French.
 * Use of Text: ** There are so many uses for this one song. First students are learning vocabulary and the words we have already learned in class are being reinforced. I’m going to pull out certain grammar points based on the song. Then after singing the song I want the students to write a paper on all the things they do and do not like.
 * Attachment: ** For lyrics… see attachment # 6.

Paris. The great part about this photo is that it will take some time if you do not have the article right in front of you to figure out what it is. This photo can lead to a whole discussion on different restaurants in France.
 * Text # 7: Photo **
 * Citation: ** Morti, F. (2007, December 27).Star chef ducasse opens new eiffel tour restaurant. // USA //// today // . Retrieved October 6, 2009, from []
 * Summary: ** This photo is from an article that talks about one of the restaurants at the top of the Eiffel Tour.
 * Rationale: ** The photo shows two tables near a window and out the window you can see part of
 * Use of Text: ** This photo would be displayed on a power point slide so everyone could see the photo and then we could talk about what we see in the photo. Then once the class discovers it is a restaurant in Paris we will talk about what you might eat at this kind of restaurant. What’s different from this restaurant and other restaurants we have discussed? Then based on the photo and what looks to be a very expensive restaurant I want them to create a dialogue in groups of three that displays them ordering food at this restaurant. Then they will also create a menu in French for this restaurant to go along with the dialogue.
 * Attachment: ** For photo see attachment #7. Visit site for article.


 * C. Interactive Resources **


 * Text #8: YouTube Interactive Video **
 * Citation: ** frenchpod101. (2009, June 14). //Learn french - french fruit vocabulary//. Retrieved October 2, 2009, from []
 * Summary: ** This youtube video is an interactive introduction to learning the names of fruits in French.
 * Rationale: ** This video teaches you how to say all different kinds of fruits in French. I believe it is a great tool because we do not cover all of the fruits in class and I even learned some new ones myself by watching this video. The video is also connected to other videos which teach the vegetables in French. So if the students are interested they can further their learning by watching the other videos that have been posted.
 * Use of Text: ** After we begin learning different food names I want the students to go home and watch this video. What is great about it is that at the end of the video it goes through all the fruit again as a review and also so you can test yourself. Now you are getting the chance to interact and be involved. I would also like students to either draw or bring in one of the fruit that they learned and describe the fruit in French. This makes the activity that much better because not only will they learn the name of the fruit but also be able to talk about the fruit in terms or color, size, and possibly taste.
 * Attachment: ** Visit youtube.com for video. []


 * Text # 9: Online Quizzes **
 * Citation: ** //Bon voyage!//. (n.d.). Retrieved October 10, 2009, from []
 * Summary: ** Here is the website that goes along with the students textbooks. It offers Self-check quizzes, e-games, and web quest activities.
 * Rationale: ** The purpose of the quizzes and matching activities is to reinforce students learning outside of the classroom. Each chapter has a set of activities that goes with some of the vocabulary and grammar from the chapter. If students go home and try these this is giving them another way to review instead of just copying down words five times each.
 * Use of text: ** Students will use this as a review activity that they have the option of completing. For chapters five and six that we will be focusing on there is a game where you can drop the correct food item under the proper store you would buy it at. Because there are pastry shops, bread shops, meat shops ect. this is different from here in the US so it gives students another chance to practice. There are also some webquest activities that I may have students prepare for the chapter.
 * Attachment: ** See attachment #8 for example quiz. Or go online to see interactive activities.


 * D. Instructional Resources **

Visit site for full lesson plan.
 * Text #10: Lesson Plan **
 * Citation: **Skumin, M. (2005). //On va au restaurant//. Retrieved October 15, 2009, from []
 * Summary: ** This lesson plan relates to food, restaurants, and eating in France.
 * Rationale: ** I chose this lesson plan because it covered a wide range of areas that I would like to cover in this unit on food and restaurants. It gets students involved in creating a menu and even visiting a French restaurant. I think this lesson plan has great ideas and will be very effective.
 * Use of Text: ** Students will learn how to read an authentic menu, discuss their likes and dislikes for certain things, and order at a restaurant. This will work on all the skills listening, reading, and speaking.
 * Attachment: ** See attachment #9.

There is a wide range of materials that are listed above and could be quite overwhelming. By spacing the materials out in a timely matter and always related it back to what we had talked about in class they will be a great resource for students. Not everything is reading, but reading will be a huge part. Some assignments for example the “Obama article” we may not have time to fully go over. So instead of the students struggling with the reading they will simply identify words that we have seen in class. So yes, there will be a big emphasis on reading.
 * 3. Conclusion **

Students will be able to participate in a dialogue that is in a restaurant setting demonstrating their ability to speak, use appropriate vocabulary, and read a menu in French.
 * 4. Objectives **


 * Standard 1.1: ** Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
 * Standard 2.1: ** Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
 * Standard 4.2: ** Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
 * Standard 5.1: ** Students use the language both within and beyond the school setting

Students will be able to research finding a variety of sources in order to write a comparative essay on the differences in eating habits in France and the United States.


 * R–6–15, R–7–15, R–8–15 ** : Research by reading multiple sources (including print and non-print texts) to report information, to solve a problem, or to make a decision, or to formulate a judgment.