Final Project 1
Final Project: «Au Café»
Nancy Love Lopez
EDUC 797—Seminar in Brain-based Teaching and Learning,
Research, Practices, and Realities
Dr. Marjorie Hall Haley
George Mason University
Summer, 2006
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Instructional Unit: «Au Café»
Introduction
In the fall of 2006, French teachers in Prince William County will begin using the
Discovering French textbook series. This series promotes communication with accuracy in
authentic context. The multimedia approach includes resources to accompany the textbook, such
as video presentations, audio exercises, overhead transparencies, student workbooks, and on-line
activities. Program flexibility allows teachers to build their own curriculum in order to consider
student needs and focus on specific skills (Valette & Valette, 2004).
This instructional unit focuses on the theme «Au Café» and introduces vocabulary and
culture associated with going to a café, and ordering food and drink. Students will be able to
order food and drinks in a café, ask for the check total, and understand French currency at the
end of this unit.
Rationale
Instructional planning requires a great deal of thought. In Differentiating Instruction with
Style, Gregory (2005) shares that in 1983, Eliot Eisner stated that the difference between the art
of teaching and the craft of teaching is the teacher’s willingness and ability to continually learn
and use new strategies and techniques in an effort to reach all learners. The art of lesson
preparation, therefore, requires consideration of brain function, types of intelligences, different
learning styles, and methods of assessment.
Teachers must consider how the brain works and what mental processes are involved in
learning. The goal of instruction is not just to fill the students’ working memories with
information, but to present material well enough that its sense and meaning enable it to become
part of long-term memory. According to Sousa (2006) in How the Brain Learns, working
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memory is only good for around forty-five minutes, and only part of that is considered “primetime” for learning. The first twenty minutes of a forty minute class are the initial “prime-time”
for learning. Ten minutes of “down-time” follow with another ten minutes of “prime-time” after
that. Flow of classroom activities must take these factors into account.
Another consideration while planning classroom instructional activities are the
intellectual differences among the students. Garner (1983) introduced his theory of multiple
intelligences. He proposed that there are different types of intelligence which include linguistic,
logical/mathematical, visual/spatial, musical/rhythmic, bodily/kinesthetic, intrapersonal, and
interpersonal. Garner later added naturalist intelligence (1999). Instruction, therefore, has to be
presented in ways which will reach the students’ different intelligences.
Not only do students have unique intellectual strengths, they learn and remember
differently. Activities must be planned and adapted to students who are visual, auditory, or
kinesthetic learners. Different strategies are also necessary within a unit of instruction because
some students require structure, some need choice, some favor interaction, and some like
investigation (Gregory, 2005; Sprenger, 2003). Using the same teaching strategy every day will
not reach all students.
Assessment must also be carefully planned. Just as students do not all learn the same
way, neither do they display their achievement well in the same manner. Not every student is a
good “test taker.” Alternative forms of assessment must also be available to evaluate what the
students have learned (O’Malley & Valdez Pierce, 1996).
Learning strategies must be explicitly taught in addition to subject matter content
according to Chamot and O’Malley (1994). Instruction which directs students to use
metacognitive, cognitive, and social/affective learning strategies will allow them to retain
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information longer and use higher levels of thinking. It is also important to consider which
strategies are being activated during the planned lesson.
Description
The unit lesson plans presented for «Au Café» show daily class structure, lesson
presentation techniques, student activities, and forms of assessment. Each day’s plan includes a
warm-up activity to access prior knowledge, presentation of new material, student practice, daily
notebook input (journal entries and homework assignments), and a culminating activity. The
appendix is a summary of teaching strategies and learning strategies used during this unit.
Population
New textbooks have only been ordered for the upcoming sixth grade class. The sixth
graders are part of the Middle School Foreign Language Specialty Program and will be taking
“French IA.” In French IA, the goal is to complete one-half of the French I book, in other words
to complete more than one-half of the level 1 high school curriculum objectives. By the end of
seventh grade, they will have finished the entire French I textbook, enabling them to begin
French II with strong level one skills.
Prior Knowledge
«Au Café» is the beginning of unit two in Discovering French. In unit one, students
learned to meet people, including introducing themselves, spelling their names, asking
someone’s name, and saying where they are from. They also learned how to say hello, ask
people how they feel, and say good-bye. Unit one also included talking about other people:
pointing people out, asking their names, and inquiring where they are from. The first unit
concludes with introducing family members, giving their names and ages. Numbers from zero to
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one hundred were also introduced throughout the various lessons incorporated in unit one
(Valette & Valette, 2004).
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Lesson Plan
Day One
Learning Objective
Warm-Up
Instructional Activity
Practice
Closure Activity
Assessment
(Grade recorded for
formal assessment)
Notebook:
Daily Journal
Homework
Materials Needed
Express hunger; offer and ask for food
Question-answer: Ça va?
Show lesson video.
Introduce food vocabulary using overhead:
«C’est un croissant. Qu’est-ce que c’est?”
Identify gender by listening :
« Un croissant, c’est masculin ou feminin ? »
Choose a vocabulary center:
1. “hot dog” list and study
2. flash cards (pink/blue to highlight gender)
3. illustrated vocabulary
4. word puzzles
5. rap, song, rhythmic chants
Re-use new vocabulary in question-answer form :
« J’ai faim. Je voudrais une glace. Qu’est-ce que tu veux? Je
voudrais_______. »
Informal : Listen for ability to answer questions correctly.
Observe center work.
Answer the question, « Qu’est-ce que tu veux ? »
Workbook pg 31 #1&2
VCR, TV & Videotape 1
Overhead projector & transparency 10
Index cards (pink/blue for nouns, white for other words &
phrases)
Word puzzles
Illustrated vocabulary sheets
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Lesson Plan
Day Two
Learning Objective
Warm-Up
Instructional Activity
Practice
Closure Activity
Assessment
(Grade recorded for
formal assessment)
Notebook:
Daily Journal
Homework
Materials Needed
Ask and answer questions regarding hunger.
Request food using «Donne-moi».
Oral: «J’ai faim. Je voudrais… Qu’est-ce que tu veux? Je
veux… »
Introduce « Tu as faim ? » using TPR storytelling
« Around the Circle »
Students form circle. Student 1 asks student 2 «Qu’est-ce
que tu veux? ». Student 2 replies and then poses the
question to student 3, etc.
Review workbook pg 31.
Class practices pronunciation for «Tu as faim» dialogs and
then work in pairs.
Formal: Teacher walks around and listens to each pair read
the dialog.
Donne-moi… (list 5 foods)
Workbook pg 31 “Flash” and pg 32 #3.
Textbook
TPR storytelling guide
Workbook
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Lesson Plan
Day Three
Learning Objective
Warm-Up
Instructional Activity
Practice
Closure Activity
Assessment
(Grade recorded for
formal assessment)
Notebook:
Daily Journal
Use food, hunger, and offering and asking for food
vocabulary in a conversation format.
Question-answer: «Qu’est-ce que tu veux, un ______ ou une
______? Je veux __________.»
CD listening activities.
Role Play: students write dialogs with a partner using text
dialogs as a model.
Dialog preparation.
Students present dialogs.
Formal: Written and oral presentation of dialogs.
Informal: Circulate among the dialog groups to determine
class strengths and weaknesses as well as where help is
needed.
Write a 5 line café dialog.
Homework
Text pg. 47 #4. Write out answers
Materials Needed
CD 1
Workbook listening exercise page
Unit 2 teacher resource book
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Lesson Plan
Day Four
Learning Objective
Warm-Up
Instructional Activity
Express thirst; ask for drink using please and thank you.
Reintroduce prior knowledge: s’il vous plait and the
alphabet.
Using answers to day three homework, spell food
vocabulary pronouncing each letter in French, including the
accents.
Model: Je voudrais une crêpe. Spell out crêpe using our
“hand signal” for the accent.
Show lesson video.
Introduce drink vocabulary using overhead.
Practice
Students take turns being the teacher and ask «Qu’est-ce que
c’est? » while pointing out certain beverages on the
transparency.
Closure Activity
Question-answer including please in the reply.
Model:: J’ai soif. Je voudrais ____________. Qu’est-ce que
tu veux? Je voudrais _________, s’il vous plait.
Assessment
(Grade recorded for
formal assessment)
Informal: listen for ability to spell in French during warmup. Listen to answers given during vocabulary presentation
and practice and during question-answer activity.
Notebook:
Daily Journal
Homework
Materials Needed
Reply to «Qu’est-ce que tu veux? » using a food and a
beverage.
Workbook page 36 #1 & 2
VCR, TV & Videotape 1
Overhead projector & transparency 11
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Lesson Plan
Day Five
Learning Objective
Warm-Up
Instructional Activity
Practice
Closure Activity
Assessment
(Grade recorded for
formal assessment)
Notebook:
Daily Journal
Homework
Materials Needed
Understand drink vocabulary while listening to a story.
Become familiar with the «café» culture of French
teenagers.
Question-answer: J’ai soif. Je voudrais _________. Tu as
soif?
Introduce TPR Storytelling Leçon 3B.
Read “Note Culturelle” pages 45 & 48
Discuss with your table where you would meet with your
friends and what you might do. Create a graphic organizer
to record the similarities and differences between what you
would do and what French teenagers might do. Be prepared
to report to the class.
Table groups share their graphic organizer culture report.
Formal: Collect graphic organizers and grade culture report.
Donnez-moi ___________________, s’il vous plait. List 5
beverages.
Workbook pg 36 Flash and pg 37 #3
TPR Storytelling Guide
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Lesson Plan
Day Six
Learning Objective
Warm-Up
Instructional Activity
Practice
Closure Activity
Assessment
(Grade recorded for
formal assessment)
Listen to drink/thirst vocabulary with understanding.
Read dialog fluently and with understanding.
CD listening activities.
Read “Au café” for pronunciation and comprehension.
Groups of three practice reading for pronunciation.
“Around the circle” with «tu as soif? »
Informal: students share answers to listening comprehension
exercises.
Informal: teacher listens while groups practice, providing
assistance where needed.
Formal: Teacher listens to each group read.
Notebook:
Daily Journal
Create a 5 line dialog ordering drinks.
Homework
Materials Needed
CD 1
Workbook for listening activity sheet
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Lesson Plan
Day Seven
Learning Objective
Warm-Up
Instructional Activity
Practice
Closure Activity
Assessment
(Grade recorded for
formal assessment)
Notebook:
Daily Journal
Reinforce food and drink vocabulary.
Question-answer: J’ai soif. Je voudrais __________. Tu as
soif? Qu’est-ce que tu veux?
Review food and drink vocabulary with transparencies.
Vocabulary centers.
Center groups share what they did.
Informal: listen to answers given during vocabulary review.
Observe the center activities.
List 5 foods and five drinks that you like. Create complete
sentences using «J’aime…»
Homework
Materials Needed
Overhead projector and transparencies 10 & 11
Index cards
Word puzzles
Illustrated vocabulary sheets
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Lesson Plan
Day Eight
Learning Objective
Warm-Up
Instructional Activity
Practice
Closure Activity
Assessment
(Grade recorded for
formal assessment)
Notebook:
Daily Journal
Use food and drink vocabulary in conversation.
Students take turns reviewing vocabulary with the
transparencies asking «Qu’est-ce que c’est? »
Re-view video of café scene.
Role play: Table groups create café scene in which they
order food and drink.
Table group dialogs are presented.
Formal: Listen to group dialogs.
Create a 5 line dialog ordering food and drink.
Homework
Materials Needed
Overhead and transparencies 10 & 11
VCR, TV & Videotape 1
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Lesson Plan
Day Nine
Learning Objective
Number review; asking about prices
Warm-Up
Number review: randomly hand out number cards (0-100) to
students as they enter. Students will say their numbers as
they count from 0 to 100.
Instructional Activity
Show video to introduce topic.
Question: What did Trinh say to ask how much their drinks
cost?
Practice
Closure Activity
Assessment
(Grade recorded for
formal assessment)
Notebook:
Daily Journal
Homework
Materials Needed
With a partner, use the menu on page 54 to create 3
sentences which ask for a total check amount.
Model: Une limonade, un steak-frites, et une glace au
chocolat, ça fait combien?
Each pair presents a «ça fait combien» question for the class
to answer.
Informal: listen for correct word formation of numbers.
Observe question creation. Listen to student lead questionanswer time.
Using the page 54 menu, reply to: «Combien coute le café?
», «Combien coute le sandwich au fromage? » and
«Combien coute la salade mixte? »
Workbook page 39 #1 and Flash
Number cards
VCR, TV & Video 1
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Lesson Plan
Day Ten
Learning Objective
Warm-Up
Instructional Activity
Practice
Closure Activity
Assessment
(Grade recorded for
formal assessment)
Notebook:
Daily Journal
Homework
Materials Needed
Listen with comprehension to price vocabulary.
Creatively use unit vocabulary.
Oral practice with «Ça fait combien? » and number
combinations.
Listening comprehension exercises.
Each student makes a café menu which includes at least 5
beverages and 5 food items.
Students share one food or drink item from their menu,
including the price.
«une pizza, c’est 8 euros»
Informal: listen for number knowledge during warm-up.
Informal: listen for answers given during comprehension
exercises.
Informal: listen to students share a food or drink item and
price.
Answer in a complete sentence listing the price of each
item—Un chocolat, une omelette, et une glace à la vanille,
ça fait combien? (Use prices from page 54 menu.)
Workbook page 40 #2
CD 1
Art paper
Crayons
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Lesson Plan
Day Eleven
Learning Objective
Use café vocabulary to create a story and begin a role-play
dialog.
Warm-Up
Number circle: students form circle and count from 0 – 100
while passing a ball.
Instructional Activity
Using overheads made from TPR storytelling as a guide,
create a story about being at the café combining the «j’ai
faim», «j’ai soif», and «ça fait combien» lessons.
Practice
In a group, use a menu created by a group member to begin
a dialog incorporating ordering food and drink and asking
for the check amount.
Closure Activity
Groups will have the opportunity to report on their progress
and ask the class for help with a trouble spot, if needed.
Assessment
(Grade recorded for
formal assessment)
Notebook:
Daily Journal
Informal: What ideas did the students have for the story?
Were they able to present their idea in French?
Informal: Observe group work and assist if needed.
Write a 5 line dialog asking for prices.
Homework
Materials Needed
Soft ball
Overhead and transparency for storytelling.
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Lesson Plan
Day Twelve
Learning Objective
Use unit vocabulary in a role play situation.
Warm-Up
Use TPR overhead to ask what is remembered from the
story created yesterday.
Instructional Activity
Offer the opportunity for questions regarding writing the
dialog for role-play.
Practice
Closure Activity
Assessment
(Grade recorded for
formal assessment)
Notebook:
Daily Journal
Homework
Materials Needed
Finish writing dialog.
Groups present their café conversations.
Formal: dialog presentation
Write numbers from 80 - 90
Study for unit vocabulary test.
Overhead and TPR transparency
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Lesson Plan
Day Thirteen
Learning Objective
Warm-Up
Instructional Activity
Practice
Closure Activity
Assessment
(Grade recorded for
formal assessment)
Notebook:
Daily Journal
Assess knowledge of unit vocabulary.
Use vocabulary in authentic context.
Ten minutes of vocabulary review with a partner.
Unit vocabulary test.
Students ask politely for a croissant and glass of apple juice.
Students enjoy eating their croissant and drinking their
juice.
Formal: vocabulary test grade
Write numbers from 90 - 100
Homework
Materials Needed
Vocabulary test
Croissants
Apple juice
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References
Chamot, A. U. & O’Malley, J. M. (1994). The CALLA Handbook. USA: Addison-Wesley
Publishing Co., Inc.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New
York:BasicBooks.
Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. New
York:BasicBooks
Gregory, G. H. (2005). Differentiating Instruction with Style:Aligning Teacher and Learner
Intelligences for Maximum Achievement. Thousand Oaks, CA: Corwin Press.
O’Malley, J. M. & Valdez Pierce, L. (1996). Authentic Assessment for English Language
Learners. USA: Addison-Wesley Publishing Co., Inc.
Sousa, D. A. (2006). How the Brain Learns (3rd ed.). Thousand Oaks, CA: Corwin Press.
Sprenger, M. (2003). Differentiation through Learning Styles and Memory. Thousand Oaks, CA:
Corwin Press.
Valette, J. P. & Valette, R. M. (2004). Discovering French, Level 1. Evanston, IL: McDougalLittell.
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Appendix
Unit Instructional Strategies
Unit learning strategies
Rap/song/chant
Metacognitive strategies:
Think-pair-share
Organization planning
Oral (question-answer)
Selective attention
Writing
Self-management
Reading
Monitoring comprehension
Listening
Monitoring production
Journals
Self-assessment
Sequencing
Cognitive strategies:
Graphic organizer
Grouping
Analyzing
Elaboration of prior knowledge
Video
Summarizing
Pictures
Deduction/induction
Role play
Imagery
Active game
Auditory representation
Independent work
Making inferences
Cooperative grouping
Social/Affective strategies:
Classifying
Questioning for clarification
Categorizing
Cooperation
Mathematics
Self-talk
Interviewing (ask each other questions)
(Chamot & O’Malley, 1994)
(Gregory, 2005)