Lesson Plan Template

Teacher Candidate: _______Phalon Nolan_______________

Date: Oct. 30, 2013__

School: _________________________ Subject: French Unit/Lesson Title/Number: Food and Drink Lesson 1 Context and Class Profile

Grade Level: _7___

Context: This lesson is the first lesson in the Food and Drink Unit. Students will learn the beginning vocabulary for food and drink. The students will also be exposed to the food culture in French.

Class Profile:

Common Core Standards

1-

2-

Communication skills: Students will be able to use language other than English for communication. a. Comprehend simple language consisting of basic vocabulary and structures in face-to-face conversations with peers and familiar adults b. Call upon repetition, rephrasing and nonverbal cue to derive or convey meaning from a language other than English c. Understand the main idea and some details of simple informative materials written for native speakers Cultural Understanding: Students will develop cross-cultural skills and understanding. a. Use some key cultural traits of the societies in which the target language is spoken.

Interdisciplinary Connections

Ties to Social Studies through culture.

21st Century Skills Lesson Objectives

Label : (Blooms Taxonomy)

Must be numbered

Make judgments and decisions, work creatively with others, communicate clearly, collaborate with others, global awareness 1- Students will be able to name food and drink vocabulary (knowledge) 2- Students will be able to reproduce the concept of choosing and combining the correct article with food vocabulary (knowledge) 3- Students will be able to generalize their prior notions about French food culture (comprehension) 4- Students will be able to relate basic French food culture to that of American food culture (application)

Acceptable Evidence
*Could be collected for accountability and/or auditing purposes.

1- White board Pictionary 2- Exit slip 3&4- Do Now

Procedure Teacher input, development, instructional method(s), modeling, guided practice,

Day 1 40 minute block 1. Hook Teacher will have set up the classroom to resemble a restaurant by having placed table cloths and plates on the tables. On the napkins will be a symbol to be used for

independent practice, and/or activities

the paired activity for closure. Teacher will greet all students like a host at a French restaurant. Students will be asked to be seated and start the Bellringer. 2. Do Now (visual, kinesthetic option when drawing): Association -On your slips of paper write down what you associate with French cuisine/cooking? If you dont know anything about French cooking, think about how its portrayed in movies. Students will be given 5 minutes to complete task. This can be completed using pictures, lists, words, phrases, sentences; any format you would like. The teacher will ask 2 students to repeat the directions (CFUdirections). a. Teacher will pass out samples of real, typical French food while checking students responses 3. Students will write/draw continuously for 5 minutes on their scraps of paper. Do Now Share ( auditory) a. The teacher will ask students to share their initial thoughts on French cuisine, either what they wrote during the Do Now or their opinions on the food that was distributed. b. Students will volunteer to share what they wrote. All students will be required to record at least 2 new things they hear during the sharing. The teacher will ask 2 students to repeat the directions (CFUdirections). 4. Introduction of Food/Drink Vocabulary (v, a) a. The teacher will instruct students to open up textbook to corresponding chapter. Teacher will introduce key food and drink vocabulary: see list below. The teacher will engage students to repeat as a group each new vocabulary term. Teacher will single out students to repeat vocabulary alone. b. Students will repeat after teacher each new vocabulary term. If called upon student will repeat last term. 5. Transition: Famous Pairs a. Teacher will ask students get out their white boards. Then to pair up according to the symbol on their napkins. You have 1 min to do so b. Students will gather their white boards pair themselves according to their assigned symbols. Before getting into assigned pairs- (CFUdirections). 6. Pictionary: (v, k, a) a. The teacher will give students directions: using the vocabulary list in the textbook take turns drawing food on your whiteboards while partners guess. FRENCH ONLY! Make sure answers incorporate the correct gender articles. The teacher will ask 3+ students to repeat the directions (CFU directions/procedure). Teacher will then walk around the room gathering evidence that students a correctly pronouncing words and using the correct gendered articles. Teacher will help any struggling pairs and keep students on track. b. Students will take turns drawing and guessing food using their whiteboards. They should be giving answers only in French (CSE) (CFU-content). 7. Closure: a. 5 mins before the end of class, Teacher will ask students to stop.

Label: Bell Ringer Also may be called: set induction, anticipatory set, introduction/review, Do Now, Write Now, Silent Starter

Label: Transitions

Label: visual, auditory, and kinesthetic Accommodations for learning modalities

Label: Checks for Understanding: directions, procedures/routines, and/or content (formative) Ex. (CFU directions)

Label: Evidence of Cognitive Student Engagement (CSE)

Label: Closure

Teacher will ask each group to repeat the last food item they drew out loud. Rest of class will repeat word. If there is time remaining, Teacher will ask students how their opinions or knowledge of French cuisine might have changed. 8. Homework: a. Teacher will give out homework assignment of a worksheet of an empty food pyramid. Teacher will instruct students that for homework they are to fill out food pyramid with vocabulary learned today. Student can use photos or drawings to help them memorize new vocab. b. 2-3 students will repeat homework assignment. (CFU-directions).

Day 2 7. Hook: Teacher will have drawn large food pyramid on board or have pulled up image of food pyramid on smart board. 8. Do Now: Fill in Food Pyramid ( v, a, k) a. The teacher will ask students to take a seat and get homework out. Then teacher will ask students to go up to the board and write one food into appropriate place. b. Students will fill complete food pyramid using their homework. c. The teacher will have each student speak their word that they wrote aloud. 9. Do Now Share: (v, a) a. Teacher will ask each student to verbally recite which foods they placed into the pyramid. Teacher will ask students to write three examples of food they did not use on their homework sheet. b. Students will orally state their answers. The other students will be adding answers to sheets. 10. Introduce de + gender articles (v, a, k) a. The teacher will, with examples and models from textbook, introduce the concept of parts of food by combining de + article. Teacher will ask students to write on white boards proper combination of de + article for vocabulary learned yesterday. Teacher will record and verify answers on roster. Teacher will put a check next to those who understand (CFUcontent). b. Students will present answers on white boards. 11. Introduce Food/Drink Verbs (v, a) a. The teacher will introduce three verbs associated with food/drink: aimer, manger and boire. Teacher will ask students to volunteer to conjugate on the board aimer and manger using past experience. Teacher will conjugate boire on the board. b. Students sitting down will fill out index cards by reading the information off the board to add to their verb rings. Certain students will fill out conjugations of verbs on the board. 12. Closure (a) a. Teacher will introduce memory game. Teacher will start by saying jaime manger une pomme Next person will repeat what teacher wants to eat and add what they would like to eat. FRENCH ONLY! Teacher will ask two students to repeat game procedure (CSE, CFU directions/procedure). Students will need to pay attention in order to complete game.

b. Students will play game for a few moments. 13. Exit Slip (CFU-content): a. Teacher will hand out the exit slips and give instructions. Put textbooks away. You will fill out the blanks on the exit slip and then place them in the exit slip box. The teacher will ask 2 students to repeat the directions (CFU directions/procedure). b. Students will complete the exit slips and turn them in as they exit the classroom. 14. Homework: Corresponding exercises in the workbook- work with vocabulary and application of de + gender articles.

Assessment/ Evaluation
Label formative or summative, describe purpose, and provide grading/feedback method.

Do Now Share formative assessment which will be used to assess students prior knowledge of French food cultural. Teacher will review and see where students stand. Pictionary formative assessment which will be used to determine which words prove to be more difficult and which words the students seem to be comprehending more easily. Homework: food pyramid formative assessment which will be used to collect data to determine if students are starting to memorize and get meaning out of vocabulary. Memory Game- formative assessment which teacher will be able to assess students grasp of vocabulary, correct article use and pronunciation. Exit-slip- formative assessment which will be used to see if content needs to be reviewed again tomorrow. Also to gauge where the class stands on new vocabulary. Homework: textbook exercises- formative assessment which will be used to help students practice vocabulary.

Technology
Describe type and purpose. Include a back-up plan.

Smartboard in classroom. If not, regular whiteboard will work fine.

Academic Language required for the lesson

la nourriture, la viande, les fruits, les legumes, le lait, le dessert, le pain, la pomme, la banane, lorange, la boeuf, la tomate, la pomme de terre, le poisson, les haricot verts, le mais, la carrotte, le raisin, le beurre, le caf, le th, le jus, le croissant, le petit-dejeuner, le dejeuner, le diner, cuisine etc Will use words throughout the unit, in class and in all assessments Students are allowed to come in during teachers free period or make arrangements after school to ask questions or seek extra help.

Accommodations, Student Supports, and/or Interactions with Co-Teachers and/or Support

Staff Resources/ Materials Scrap paper, worksheet handouts, textbooks, white boards, markers, index cards

Time Required

Class period 40 mins