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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