Although food is the last thing I want to think about after several days of holiday feasting, my syllabus says that my French 1 students will begin studying French mealtimes when we go back to school on January 5th. Therefore, in my downtime during the first few days of winter break, I’ve developed the following unit to teach my students how to discuss and describe what they eat for breakfast as well as to compare typical American and French/Belgian breakfasts. Here’s the packet I will give the students which contains all the materials and resources for the mini-unit. Le-Petit-Dejeuner (1)
I think these activities will take about 4 days, and this is how I plan on conducting each lesson.
Day 1 The students will first watch a short instructional video showing the students what food items are included in a typical French breakfast. They will check each item that they hear and we will then discuss the correct answers. Afterward, the students will interview a partner about how often s/he has each of the items on the list. I will then ask a series of questions (Ton partenaire prend souvent du café? Ta partenaire prend souvent du yaourt ? etc.) before assigning the writing activity in which the students compare their breakfast habits to a partner’s. If there is time remaining in the class period, the students will begin the interpretive activity in which they read an article about breakfast in Belgium. (Note on 2/17/18: Click here for a link to the article.)
Day 2 I will start the period with the video (III) activity since I will be conducting this as a whole class activity using the projector. After discussing the correct responses, the students will do the accompanying interpersonal pair activity, with a partner other than the one they spoke to in the previous day’s lesson. Lastly, the students will have time to finish the interpretive reading activity about breakfast in Belgium. Because this is an individual activity, I like to assign it as the last activity in the period to allow for differences in reading pace among the students.
Day 3 I will begin this class with a video (IV) after which the students will complete the “Guess Who” interpersonal activity. After a couple of rounds of this game, the students will write a paragraph about their own breakfast habits.
Day 4 I will begin this activity with a short interpretive activity about typical American breakfasts. After all students have completed the reading (early finishers can start the presentational activity), the students will complete the pair interview based on this article. Lastly they will fill in a graphic organizer comparing French and American breakfasts.
Day 5 The students will take a formative assessment on breakfast vocabulary.
Whew. Week one is planned for French 1—only 3 more preps to go!
Have a peaceful holiday season and winter break!