final project: at the cafécehd.gmu.edu/assets/docs/cehd/mhaley/educ 797/797_f… · web viewthe...

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 “prime-

time” 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 PlanDay One

Learning Objective Express hunger; offer and ask for food

Warm-Up Question-answer: Ça va?

Instructional Activity 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 ? »

Practice Choose a vocabulary center:1. “hot dog” list and study2. flash cards (pink/blue to highlight gender)3. illustrated vocabulary4. word puzzles5. rap, song, rhythmic chants

Closure Activity Re-use new vocabulary in question-answer form :« J’ai faim. Je voudrais une glace. Qu’est-ce que tu veux? Je voudrais_______. »

Assessment(Grade recorded for formal assessment)

Informal : Listen for ability to answer questions correctly.Observe center work.

Notebook: Daily Journal

Homework

Answer the question, « Qu’est-ce que tu veux ? »

Workbook pg 31 #1&2

Materials Needed VCR, TV & Videotape 1Overhead projector & transparency 10Index cards (pink/blue for nouns, white for other words & phrases)Word puzzlesIllustrated vocabulary sheets

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Lesson PlanDay Two

Learning Objective Ask and answer questions regarding hunger.Request food using «Donne-moi».

Warm-Up Oral: «J’ai faim. Je voudrais… Qu’est-ce que tu veux? Je veux… »

Instructional Activity Introduce « Tu as faim ? » using TPR storytelling

Practice « 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.Closure Activity 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.


Homework

Donne-moi… (list 5 foods)

Workbook pg 31 “Flash” and pg 32 #3.

Materials Needed TextbookTPR storytelling guideWorkbook

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Lesson PlanDay Three

Learning Objective Use food, hunger, and offering and asking for food vocabulary in a conversation format.

Warm-Up Question-answer: «Qu’est-ce que tu veux, un ______ ou une ______? Je veux __________.»

Instructional Activity CD listening activities.Role Play: students write dialogs with a partner using text dialogs as a model.

Practice Dialog preparation.

Closure Activity 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.


Homework

Write a 5 line café dialog.

Text pg. 47 #4. Write out answers

Materials Needed CD 1Workbook listening exercise pageUnit 2 teacher resource book

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Lesson PlanDay Four

Learning Objective Express thirst; ask for drink using please and thank you.

Warm-Up 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.

Instructional Activity 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.


Informal: listen for ability to spell in French during warm-up. Listen to answers given during vocabulary presentation and practice and during question-answer activity.


Homework

Reply to «Qu’est-ce que tu veux? » using a food and a beverage.

Workbook page 36 #1 & 2

Materials Needed VCR, TV & Videotape 1Overhead projector & transparency 11

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Lesson PlanDay Five

Learning Objective Understand drink vocabulary while listening to a story.Become familiar with the «café» culture of French teenagers.

Warm-Up Question-answer: J’ai soif. Je voudrais _________. Tu as soif?

Instructional Activity Introduce TPR Storytelling Leçon 3B.Read “Note Culturelle” pages 45 & 48

Practice 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.

Closure Activity Table groups share their graphic organizer culture report.


Formal: Collect graphic organizers and grade culture report.


Homework

Donnez-moi ___________________, s’il vous plait. List 5 beverages.

Workbook pg 36 Flash and pg 37 #3

Materials Needed TPR Storytelling Guide

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Lesson PlanDay Six

Learning Objective Listen to drink/thirst vocabulary with understanding.Read dialog fluently and with understanding.

Warm-Up CD listening activities.

Instructional Activity Read “Au café” for pronunciation and comprehension.

Practice Groups of three practice reading for pronunciation.

Closure Activity “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

Homework

Create a 5 line dialog ordering drinks.

Materials Needed CD 1Workbook for listening activity sheet

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Lesson PlanDay Seven

Learning Objective Reinforce food and drink vocabulary.

Warm-Up Question-answer: J’ai soif. Je voudrais __________. Tu as soif? Qu’est-ce que tu veux?

Instructional Activity Review food and drink vocabulary with transparencies.

Practice Vocabulary centers.

Closure Activity Center groups share what they did.


Informal: listen to answers given during vocabulary review. Observe the center activities.


Homework

List 5 foods and five drinks that you like. Create complete sentences using «J’aime…»

Materials Needed Overhead projector and transparencies 10 & 11Index cardsWord puzzlesIllustrated vocabulary sheets

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Lesson PlanDay Eight

Learning Objective Use food and drink vocabulary in conversation.

Warm-Up Students take turns reviewing vocabulary with the transparencies asking «Qu’est-ce que c’est? »

Instructional Activity Re-view video of café scene.

Practice Role play: Table groups create café scene in which they order food and drink.

Closure Activity Table group dialogs are presented.


Formal: Listen to group dialogs.


Homework

Create a 5 line dialog ordering food and drink.

Materials Needed Overhead and transparencies 10 & 11VCR, TV & Videotape 1

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Lesson PlanDay 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 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?

Closure Activity 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 question-answer time.


Homework

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

Materials Needed Number cardsVCR, TV & Video 1

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Lesson PlanDay Ten

Learning Objective Listen with comprehension to price vocabulary.Creatively use unit vocabulary.

Warm-Up Oral practice with «Ça fait combien? » and number combinations.

Instructional Activity Listening comprehension exercises.

Practice Each student makes a café menu which includes at least 5 beverages and 5 food items.

Closure Activity 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.


Homework

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

Materials Needed CD 1Art paperCrayons

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Lesson PlanDay 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.


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.


Homework

Write a 5 line dialog asking for prices.

Materials Needed Soft ballOverhead and transparency for storytelling.

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Lesson PlanDay 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 Finish writing dialog.

Closure Activity Groups present their café conversations.


Formal: dialog presentation


Homework

Write numbers from 80 - 90

Study for unit vocabulary test.

Materials Needed Overhead and TPR transparency

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Lesson PlanDay Thirteen

Learning Objective Assess knowledge of unit vocabulary.Use vocabulary in authentic context.

Warm-Up Ten minutes of vocabulary review with a partner.

Instructional Activity Unit vocabulary test.

Practice Students ask politely for a croissant and glass of apple juice.

Closure Activity Students enjoy eating their croissant and drinking their juice.


Formal: vocabulary test grade


Homework

Write numbers from 90 - 100

Materials Needed Vocabulary testCroissantsApple 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: McDougal-

Littell.

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Appendix

Unit Instructional Strategies

Rap/song/chant

Think-pair-share

Oral (question-answer)

Writing

Reading

Listening

Journals

Sequencing

Graphic organizer

Analyzing

Video

Pictures

Role play

Active game

Independent work

Cooperative grouping

Classifying

Categorizing

Mathematics

Interviewing (ask each other questions)

(Gregory, 2005)

Unit learning strategies

Metacognitive strategies:

Organization planning

Selective attention

Self-management

Monitoring comprehension

Monitoring production

Self-assessment

Cognitive strategies:

Grouping

Elaboration of prior knowledge

Summarizing

Deduction/induction

Imagery

Auditory representation

Making inferences

Social/Affective strategies:

Questioning for clarification

Cooperation

Self-talk

(Chamot & O’Malley, 1994)

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