Multicultural Foods
French Culture and Cuisine Text Set
Grades 10-12
I.
Non-Fiction Textbook: Guide to Good Food, ISBN 978-1-59070-690-9,
Velda L. Largen and Deborah L Bence, The Goodheart-Wilcox Company,
Inc., 2008.
Guide to Good Food helps students learn how to select, store, prepare,
and serve foods while preserving their nutrients, flavors, textures, and
colors. This latest edition includes revisions to all chapters in the text as
impacted by the MyPyramid food guidance system, the latest Dietary
Guidelines, and the new Nutrition Facts label with transfats. Changes also
reflect the latest information from USDA on safe food handling practices
to prevent foodborne illness. Question-and-answer sidelights address
common food myths and concerns, and technology activities are
suggested. Career descriptions and case studies highlight workplace skills
students’ gain through classroom learning. Health, consumer, safety,
business etiquette, and environmental tips encourage students to apply
information in their daily lives. Recipes include step-by-step directions and
nutritional analyses. An extensive ‘Foods of the World’ section
introduces students to the culture and cuisine of over 30
countries and features tabbed pages to make chapters easy to
find.
Lexile Measure: 850L
Fry Readability: 9.9
Flesch-Kincaid Reading Level: 9.0
Reason for inclusion in text set: Guide to Good Food is a good overall
textbook. It is a dual purpose text due to its emphasis on nutrition and
food preparation, and the extensive section on world cuisines. For our
purposes, it can be used for multiple classes.
Strategies for using this text: Due to the fact that this is a textbook, I
would introduce the parts of the book when using it for the first time. It
has an extensive amount of food vocabulary, so I would use Quizlet for
introducing the French food terms. Quizlet currently has a set of French
food flashcards that introduce many of the terms used in the book. A
concept/definition map would work extremely well for identifying the 3
basic types of French cuisine. Dividing the class into smaller groups and
assigning each group a different cuisine to concept map on chart paper,
and then reporting back to the class would be a very effective way of the
class learning these cuisines. By either tasting premade food products or
creating some of the classic dishes in class, and then writing about the
food in a reflection journal the students could identify what makes the
product a part of French cuisine.
Source: Currently in use in my Multicultural Foods (grades 10-12) class.
2.
Picture Book: FRENCH delicious classic cuisine made easy, ISBN 0-68160742-4, Carole Clements & Elizabeth Wolf-Cohen, Hermes House, 2005.
French is a wonderful, picturesque book of classic French cuisine recipes
with an introduction about France, their culture and food, and how the
cuisine evolved. The book discusses classic dishes and regional
differences. The book is filled with colorful pictures of the varying steps in
each recipe. Each section of this cookbook has an introduction that talks
about selecting ingredients from the French market and describes typical
ways that the food would be plated or served.
Lexile Mesure: 1300L for introduction/information
1070L for recipes
Fry Readability: 7.8 (for recipes)
Flesch-Kincaid Reading Level: 11.3 for introduction/information
8.4 for recipes
Reason for inclusion in text set: This text would be beneficial to those
students who need visual representation of different steps in a recipe.
Even for the student who doesn’t need the visual, it is important for them
to have a final product reference. The informational parts of the cookbook that discuss the culture and its relationship to the cuisine reinforce
the concepts learned in the textbook. I like that the recipes are at a lower
reading level than the introduction and informational parts of the book.
Strategies for using this text: After reading the introduction, I would have
students use an Analogy chart to compare French culture to American
culture. I would also have them categorize ingredients that they see
frequently mentioned in the recipes as to whether or not they are
indigenous to France.
Source: Borders Bookstore
3.
Non-Fiction Textbook: A Survey of World Cultures: Europe, ISBN 97807854-2633-7, Ann Chatterton-Klimas, AGS (American Guidance Services,
Inc), 2001.
A book ideal for low-level readers, this text has a chapter on France. It
explores French geography, climate, history, major inventions, family and
life patterns, economics, expression through the arts and entertainment,
and current world issues.
Lexile Measure: 730L
Flesch-Kincaid Reading Level: 5.8
Reason for inclusion in text set: I would include this text as it is an
interesting read for the low level readers.
Strategies for using this text: I would introduce the main vocabulary
words by using Marzano’s 5 step process, especially new food names.
However, Quizlet would come in handy here also. A concept/definition
map on the food of France would help to outline how the climate and
geography affects France’s cuisine and food supply.
Source: Currently in use in my Multicultural Foods (grades 10-12) class.
4.
On-line Article: ‘French Food and Culture’ (www.food-links.com), 20052011, Food and Culture Resources.
This is an overview of typical French food, domestic life in France, special
occasions, common foods, meals and customs, food terms, and French
gastronomy.
Flesch-Kincaid Reading Level: 11.4
Reason for inclusion in text set: I would include this text as an interesting
read for high level students, and students that are very computer
motivated.
Strategies for using this text: I would have the students use an ABC
brainstorm block to find foods that begin with the different letters of the
alphabet. A higher level learner would be able to do this without
resorting to low level words. Another strategy would be to use a concept
map to identify main ideas around each of the concepts outlined in the
article.
5.
Non-Fiction: The Seine River, ISBN 0-531-13990-5, Carol B. Rawlins,
Franklin Watts, 2001.
The book is ideal for the low level learner, with much information about
the River Seine and its history. It contains many pictures of the
landscapes of France.
Lexile Measure: 910L
Fry Readability: 7.3
Flesch-Kincaid Reading Level: 7.7
Reason for inclusion in text set: I would include this as an interesting
read for mid-level students. It contains many pictures of the historic
landmarks along the banks of the Seine.
Strategies for using this text: Vocabulary words (which are bolded in
the book) could be introduced using Marzano’s 5-step process. I would
have the student either find or draw a map of France showing the Seine
river, and then identifying landmarks along the river as they read. This
would make a good partner or small group activity.
Source: Sun Prairie Public Library
6.
Fiction: Dodsworth in Paris, ISBN-13: 978-0-618-98062-8, Tim Egan,
Houghton Mifflin Company, 2008.
This book is ideal for my cognitively disabled students. It is a funny story
about Dodsworth and his duck friend, and their misadventures in Paris.
As the student reads the story and looks at the pictures, they are taken on
a humorous adventure to a French café where the characters experience
the language, then to the Eiffel Tower, Notre Dame Cathedral, the Louvre,
and the Tour de France.
Lexile Measure: 260L
Fry Readability: 1.9
Flesch-Kincaid Reading Level: 1.7
Reasons for inclusion in text set: I believe that I need to have books for
my cognitively disabled students besides the text. I need picture stories
that myself, student helpers, or aides can read to those students.
These students would also relate well to the humor in the book.
Strategies for using text: I would pick the three words in the text that are
French words and in italics. I would use the Marzano 5 step process and
have the students write and draw the definitions to those words. I would
also have the students draw a picture of an adventure they have had after
reading about Dodsworth’s adventure.
Source: Sun Prairie Public Library
7.
(Poem) ‘In the Middle of Paris’, by Silent Dogwood, no copyright date.
In the Middle of Paris
Here she stands in all her glory,
Her eyes reflecting the cities bright lights.
The city of culture,
The city of romance,
The city of love,
Here in the middle of Paris.
As Mother Nature paints the beginning of dawn,
Brushing the crimson sun from nature’s pallete.
She’s like a beacon of light over the blushed morning sky,
Spreading her shadow across ‘la Seine’.
Here in the middle of Paris.
The Notre Dame and Lourve jealously watch on.
As tourists flock from all directions.
Getting their memorable moments captured,
Clambering up her old tired limbs.
Here in the middle of Paris.
As evening wears on, the twisted metal sighs deeply,
Her tall pinnacle protrudes through the clouds,
As a guiding light for heaven above.
The birds waft lazily onto her rails,
They are the children of the sky.
Here in the middle of Paris.
Then energetically as dawn finally closes,
Shimmering lights sparkle up her majestic side.
The twinkle of globes, the shower of sparkles,
Casted over the quiet sleeping city.
Here in the middle of Paris.
The Eiffel stops flashing and slips into a slumber,
Undisturbed by the cities low hum.
The city of culture,
The city of romance,
The city of love,
Here in the middle of Paris.
Silent Dogwood
Lexile Measure: 840L
Flesch-Kincaid Reading Level: 6.7
Reason for inclusion in text: This poem describes one of France’s most
memorable landmarks, the Eiffel Tower.
Strategies for using text: Using a prediction strategy and reading line by
line would be interesting strategy to use; as the reader doesn’t find out
that the author is discussing the Eiffel Tower until late in the poem.
Source: poemhunter.com/poems/paris/page-3/
8.
(Poem) ‘Paris in Spring’, by Sara Teasdale,
poemhunter.com/poems/paris/page-2/, no copyright date.
Paris in Spring
The city's all a-shining
Beneath a fickle sun,
A gay young wind's a-blowing,
The little shower is done.
But the rain-drops still are clinging
And falling one by one -Oh it's Paris, it's Paris,
And spring-time has begun.
I know the Bois is twinkling
In a sort of hazy sheen,
And down the Champs the gray old arch
Stands cold and still between.
But the walk is flecked with sunlight
Where the great acacias lean,
Oh it's Paris, it's Paris,
And the leaves are growing green.
The sun's gone in, the sparkle's dead,
There falls a dash of rain,
But who would care when such an air
Comes blowing up the Seine?
And still Ninette sits sewing
Beside her window-pane,
When it's Paris, it's Paris,
And spring-time's come again.
Sara Teasdale
Lexile Measure: 1170L
Flesch-Kincaid Reading Level: 7.9
Reason for inclusion in text: This is a lovely description of Paris and its
landmarks.
Strategy for using: I would definitely frontload with some vocabulary
introduction so that students can understand the poem. After reading
silently and out loud, I would break the students into small groups and
have them do some brief research on the landmarks mentioned in the
poem, perhaps via a powerpoint presentation or youtube clip. I would
then have the poem read out loud again so that students can visualize
exactly what the author is trying to describe to them.