Unit Plan Lesson Plan 2

Agenda:
- Discuss homework
- Think/Pair/Share
- Partner Speaking Activity
- Drawing exercise
- Caf Y-chart
Objectives:
- Students will learn the basic vocabulary spoken and seen at a caf in France
- Students will use known food vocabulary in conversations
- Students will be introduced to the cultural differences of French and US
dining
- The drawing exercise will allow students to display their knowledge of the
lesson artistically and creatively
Standards:
- 1.1 Interpersonal communication- sharing speaking activity with partner
- 1.3 Presentational communication- homework share/partner share
- 5.1 Use of language- describing activities at home in French. Thinking about
characteristics and settings of French culture present in our society.
Gaps:
- I dont want to spend too much time on restaurant and caf vocab and
expressions, but I worry that without enough practice and repetition, the
material will not soak in enough. For that reason, I have designed several
lessons, including this one, around a meal setting. However, I think that this
lesson has a few areas where students could lose focus of the objectives and
become disengaged. I am aware of these points and will do my best to keep
focus and restate objectives for each section of the lesson.

Prep work:
- Arrange desks into pairs and rows. Four columns of 2 desks each with 4
rows.
- Write on board to begin the day: Share your imaginary French dinner with a
partner En franais!
Materials needed:
- 2 large pieces of construction paper for the Y charts.
- Textbook
- Whiteboard/markers



5 minutes Bell Ringer- Share your imaginary
dinner homework assignment with a
partner. Speak in French. Afterwards,
after about 5 minutes, I am going to ask
that your partner recount your dinner
commentary so talk as clearly as you can
and pronounce every word carefully.
Partner, try to listen well and take notes
if you feel you have to.
TRANSITION- Ok class, wrap up your
conversations please. We are going to
have a few volunteers share what they
heard their partners say. So take out
your notes or think about what you are
going to say. (Give wait time for students
to gather their thoughts- Get marker
ready to write the students name on the
board whose story is being told)
I want the students to start speaking French
right away to get them into the swing of
things. I also want them to feel that their
homework was purposeful. I want the
students to feel that the work they put into
the class is appreciated and worthwhile. By
having partners recount the story, both
speaking and listening skills are required.
-A version of think/pair/share I
would call it.
10 minutes Speaking Activity - Where did your
dinner take place?
- As I call on students to share their
partners dinner story, I will write
the name of the persons story on
the board. I will write down the
main words that I hear from the
conversation. The food items that
I hear and any important
descriptions. I will do this for 2-3
students.
- TEACHER DOES: After I have
asked a few students to talk about
their partners dinner story, I will
open up the discussion to the
entire class. I will ask them
where they think that each dinner
was taking place, if it was not
explicitly described in the
commentary. If students give a
hypothesis, ask them why he/she
came up with that idea. (En
Francais)-What elements in the
story did you hear that led you to
that conclusion? What made you
think that? What words did you
hear?



- I have found that when student work
is displayed in front of the class, there
is a higher amount of time and care
taken on the part of the student.
Performance and effort seems to be
greater when they know their peers
will be seeing it. For that reason, Id
like to put up a few examples of
students stories on the board.

- I worry that the students will not
want to share their stories despite
the reasoning listed above. I also fear
that the accuracy of recounting
stories will be low. *Teaching
opportunity. Impress upon the
students of listening well and paying
close attention. You wouldnt want
your words to get skewed and mixed
up. (chance to play a telephone
game?)




TRANSITION - So, as you can see by
these examples of students stories, it
matters where you place your dinner.
For any meal, in fact, the setting matters.
It gives the reader some context to work
with. For instance, if you say that your
meal is taking place in an igloo on the
north pole, your reader can visualize the
setting of the meal. The type of food that
is likely to be eaten, the setting of where
the food is placed, what kinds of utensils
are being used, even the use language
spoken. That is why right now were
going to talk about where the French eat
meals and the differences and
similarities one can see between these
places. Today we will be talking about
cafs. What types of food you will see,
what conversations you will hear, and
what details identify with a caf.
I am hoping that this explanation of why
setting matters will get the kids thinking
about the next activity- talking about cafs
and restaurants in France. Given the
information provided by your classmates,
you were able to guess where the location of
the dinner was. This same principle can be
applied to where meals are eaten in France.
For instance, food that is typically eaten in a
French caf is different than what one would
see at a traditional French restaurant.
15-20
minutes
(depending
on how well
the students
are
participating
in the
activity)
Reading/Speaking activity- I will have
the students do a partner speaking
activity to practice typical conversation
heard at a caf in France. TEACHER
SAYS: There is an A/B partner
conversation listed in Chapter 5 of the
book. Id like you to turn to someone
next to you and pick your own partners
for this activity. If I notice that you are
not speaking French and being
productive, you are going to be my
partner. So choose wisely. Once you
have chosen your partner, Id like you to
grab a French book under your desk for
you and your partner. Both of you
should have the book out in front of you.
Continue to practice these conversation
lines by switching roles and repeating
the phrases until you feel comfortable
with both roles. Continue speaking in
French until I wrap up the conversation
in about 10 minutes.

Now that you have had a chance to
- Since this is a guided reading activity,
there is a low risk involved with the
task. They are simply reading the
conversation and familiarizing
themselves with the typical
conversation text that is used at a
French caf.
- I wonder if having the students guess
what types of conversation they
imagine would be spoken at a caf
would be a better way to introduce
this material?
- Using your knowledge of the food
vocabulary we talked about
yesterday, what are some items of
food that you think would be found at
a caf in particular?
- If students are getting off-topic and
think that they are done, ask them to
demonstrate it in front of the class. If
they say they are not ready, then tell
them to keep speaking French until
they would feel comfortable doing it
in front of the class
practice the vocabulary seen at a French
caf, lets talk about some of the food you
would normally see there. Lets think
back to our lesson yesterday. What food
items do you remember from yesterday
that might be found at a table in a caf?
Ask for volunteers to share their guesses.
If students are having trouble with this
task, offer some ideas and visuals of a
French caf. >>>>>>

Caf, croissant, sandwich, yaourt, fruits,
etc. Give examples of typical food found
at caf. **offer examples from time spent
in France from my study abroad
experience.

Culture
Teacher Says: Ok, now that weve talked
about food and conversation of French
cafs, lets talk about the overall setting.
Whats it look like? It is indoors or
outdoors? Tables? Chairs? Waiters or
staff? Prices? Portion sizes?

Mention at some point that we will be
learning more about these cultural
details regarding food in France and the
similarities and differences between
what is typically seen here in Ann Arbor
or some of your own experiences.

TRANSITION- Ask students if there is
anything they want to know about
French cafs. Any other food related
questions? How about questions about
what we have done so far with the
speaking activities? Poll the class with
random questions that proves that they
have an understanding of the material.




- put up a visual on the projector?
- Bring a picture of myself in France at
a caf?
- Keep a picture on the board of what a
caf looks like?
- Id like to give them some sort of
visual aid to connect the material
with what we are discussing as it
pertains to the French culture around
cafs.
- Lots of French culture and
information to throw at them in one
day. Consolidate it somehow?
- What information is pertinent and
vital to their learning? And what can
be left out for later explanation?
Mention to the class that we will be
going through this in more detail
later in the unit?
- Choose carefully which aspects will
be discussed during the lesson and
which will be left for another
conversation/after school? After
class? Or just simply later in a
different lesson during the week? **
Yes, wait until the CO-OP lesson plan
to discuss the cultural differences in
depth and all the other details. They
will research and discover a lot of this
by themselves. Get excited!!
- I am hoping that a quick poll of
questions will give me an assessment
of where the class is at in terms of
grasping this knowledge. I expect
students to be able to give me an
example of caf food, caf
conversation, and one detail about
the setting of a caf that is unique. (It
is typically outdoors; there are
usually tables and chairs situated
outside. Sometimes underneath an
awning. )
15 minutes DRAW- Teacher says: Everyone take
out a blank sheet of paper (Or give them
a paper with a box to draw inside). I
want you all to draw your own idea of a
caf. There are no rules to this activity. I
want you to simply draw a caf based on
the knowledge you now have of cafs.
Tomorrow we will be looking at pictures
of cafs and restaurants and we will
compare them. Some things that you
may want to think about are:
-Are there people in your caf?
-What kind of seating do you offer?
- Will you show any food? Drinks?
- What is the ambiance like at your caf?

This activity will be collected for a grade.
You do not need to be Michelangelo to
get full points on this assignment. All I
want to see is that you gave this some
effort and thought. If I think that you just
drew some lines and some stick figures
and I know youre capable of more, Ill
have you do a much more difficult
assignment that will be graded and
scored. Trust me, putting some effort
into this drawing will be much easier
than the alternative I have in mind.
- Since I want students to get creative with
this assignment I dont want to restrict them
in any way. However, I worry that by giving
little to no directions that students may
slack off and not engage with the activity. I
will offer colored pencils and markers for
the students to use for this drawing exercise.

- Offer an example of my own caf
picture?
- Make sure there are enough
materials for class to use
- Tell the class they should be sharing
the pencils, markers, etc.
- Will not be graded on artistic ability
but instead on effort.


<< Too harsh? I dont think so, but I dont
want to build any animosity or distance
between us. I just want them to exercise
their creative side and show me they know a
little about French caf culture. Perhaps say
that instead of coming off as threatening?



10 minutes
(Remaining
time inclass)
Y-Chart: What does a caf look, feel, and
sound like. TEACHER SAYS: Since weve
just drawn a picture of a caf, were
going to put some captions on it with this
Y-chart. As a class, were going to split
up into two groups and make Y-charts
that describe the picture that our group
has chosen. So, each group will decide
on one of your classmates drawings of a
caf, and then youre going to fill in this Y
chart with the appropriate words that
describe the picture. TEACHER DOES:
Split up class into two groups. Hand out
Y charts to the students and give them
Markers. Model what the Y chart looks
like on the whiteboard. Circulate around
the room to make sure all students are
- Since weve just drawn out what it literally
looks like, I want the students to come up
with words to describe the look and the
other details that give us a better picture of
what a French caf is all about. Visualizing
to the full extent with descriptive words
might help students understand more about
the cultural nuances of cafs
having an input and having their voice
heard. Once the students have filled in
each section of the Y-chart, well pin
them up on the back wall. Once we have
done one for the restaurant, well
compare them and see what similarities
and differences we come up with.

EXCEEDS EXPECTATIONS
(4)
MEETS EXPECTATIONS
(3)
PROGRESSING
(2)
DOES NOT MEET
EXPECTATIONS
(1)
Format/
Organization

Lesson plan makes use
of a clear, efficient, and
consistent format and is
well organized.
Lesson plan makes use
of a clear format, but is
not always consistent
and organized.
Lesson plan makes use
of a format that is
comprehensible but
inconsistent and not
always organized. This
lesson plans action,
thinking, and
organization is
inconsistent.
Lesson plan has no
consistent format or is
difficult to read.
Requirements
Lesson plan contains all
required elements
(materials, standards,
teacher thinking, etc)
presented clearly.
Lesson plan contains
most required elements
presented clearly. The
beginning of the lesson
contains most of the
required materials and
the standards and
teacher thinking are
mostly clearly presented
throughout.
Lesson plan contains
most required
elements but they are
not always presented
clearly.
Lesson plan is missing
many required
elements.
Supplementary
Materials
All supplementary
materials have been
included, and show
evidence of thoughtful
preparation.
All supplementary
materials have been
included, but some are
poorly, hastily, or
insufficiently done.
Most supplementary
materials have been
included, some are
poorly, hastily, or
insufficiently done.
Few supplementary
materials have been
included, or most are
poorly, hastily, or
insufficiently done.
There were no
materials associated
with this lesson plan.
Content
Instruction and activities
reflect the lesson
objectives, show
evidence of careful
thought and planning,
and are effective and
engaging for students.
Instruction and activities
mostly reflect lesson
objectives, show some
evidence of careful
thought and planning,
but may not be effective
and engaging for
students.
Some instruction and
activities reflect the
lesson objectives, but
show minimal evidence
of careful thought and
planning, and may not
be effective or
engaging for students.
Much of the lesson is
geared towards
promoting creative
expression from the
students. The less
artistic students may
feel left out and
disengage.
Instruction and
activities only vaguely
reflect lesson
objectives, show little
evidence of careful
thought, and are not
effective or engaging
for students.


Level of Detail
Lesson plan is detailed
throughout, so that
another teacher in the
language could teach
the lesson how it was
meant to be taught.
Lesson plan is mostly
detailed, but some parts
are too general or
vague. Another teacher
in the language could
teach the lesson, but not
how it was meant to be
taught. Some of the
lesson may be difficult
to repeat given the lack
of clear detail provided.
However, most parts of
the lesson have purpose
and have an outline of
what is expected and
what is being done.
Lesson plan is
sometimes detailed,
sometimes vague and
general. Another
teacher in the language
could teach the lesson,
but with some
difficulty.
Lesson plan is vague
and general
throughout. It would be
difficult for another
teacher to teach the
lesson.
Steps for the Specific
Model of Teaching
(cooperative learning
is given as the
example here0
Cooperative learning
activity reflects reading
and class discussion on
the topic throughout. It
is clear, specific, and
promotes cooperation
and learning among
students.
Cooperative learning
activity somewhat
reflects reading and
class discussion on the
topic. It promotes
cooperation and
learning, but is
somewhat lacking in
clarity and specificity.
Cooperative Learning
activity vaguely reflects
reading and discussion
on the topic. It
sometimes promotes
cooperation and
learning, and lacks
clarity and specificity.
Cooperative Learning
activity does not reflect
reading and discussion
on topic. It does not
effectively promote
cooperation and
learning, and lacks
clarity and specificity.