The Ugly Eggplant: A Novice-High Unit on Food Waste

eggplant

 

I’ll start this post by admitting that I knew nothing about European Parliament’s resolution to reduce food waste until the adorable ads, videos, and infographics on this topic started appearing on my Pinterest feed.  I was excited to develop this theme because I thought the visuals would pique the students’ interest in the topic. Although I originally thought I would add this theme to my AP curriculum (because of its fit with Global Challenges), I realized as I began to create learning activities that students at a lower proficiency level would be able to interpret the materials I had chosen. I loved the idea of being able to introduce an AP Theme at this level of instruction!

Unit Goals/Can-Do Statements

I chose the following Novice High ACTFL Can-Do Statements as the learning goals for this unit.

Presentational Writing: I can write basic information about things I have learned.

Presentational Writing: I can write information about my daily life in a letter, blog, discussion board, or email message.

Presentational Speaking: I can present basic information about things I have learned using phrases and simple sentences.

Presentational Speaking: I can present information about others using phrases and simple sentences

Interpersonal Communication: I can exchange information using texts, graphs, or pictures.

Interpersonal Communication: I can exchange some personal information.

Interpretive Listening: I can understand simple information when presented with pictures and graphs.

Learning Activities

This unit continues three lessons on the theme of food waste, each of which is organized around 1 or more authentic infographics/visuals.  I’m anticipating that each lesson will probably take 1.5-2 class periods.

Hook: I’ve included a short video as a hook for each lesson.

Interpretive Tasks (Reading):

Lesson #1 and #3 begin with an A/B interpretive task.  Students will be divided into pairs and assigned either the Partner A or the Partner B infographic + corresponding comprehension guide.

Lessons #2 begins with an authentic visual listing ways to prevent food waste.

Interpersonal Tasks:

In Lesson #1 and #3, the students will discuss the information from their respective infographics in order to complete a graphic organizer.

In Lesson #2, the students will interview each other about their own habits as they refer to food waste.

Presentational Tasks:

Speaking: Each lesson includes a directive to be prepared to present the information from the interpersonal task orally.  I will call on just a few students to do so each time, as a formative assessment.

Writing: Each lesson has a written task which involves synthesizing the information from the interpretive/interpersonal tasks.  In Lesson #1, they will write a message in which they summarize what they learned about food waste.  In Lesson #2, they will write a note to their partner, based on his/her responses to the interview questions.  In Lesson #3, they will write a short report comparing food waste in France and Canada.

Interpretive Tasks: Listening

At the end of each unit I included an authentic video and corresponding comprehension guide.  I’ve placed this task at the end of the unit because I think that the students will be more prepared for it after completing the other tasks.  I am expecting these tasks to be extremely challenging for the students and I would only consider their work as a formative assessment. In addition, I will provide extensive support in terms of playing the video several times, stopping the video at key points, or arranging to have the students complete the activities individually, using the classroom computers, so they can pause and replay as needed.

Here’s a link to the unit Le Gaspillage Alimentaire

(I’ll include the IPA in my next post).

Feel free to use any of these activities if you find they fit with your style and curriculum—just proofread for errors, especially since I haven’t used them yet.

I’d love to hear any feedback you have on this unit!

18 thoughts on “The Ugly Eggplant: A Novice-High Unit on Food Waste

  1. Audra

    Madame! I just wanted to tell you how much I have appreciated your unit on food wasted. My students have retained so much, especially what things are called in French. I love your site and I am so grateful you are sharing. It really helps me. Please don’t hesitate to ask for an idea from me! The only thing I regret is that I don’t work with you! A la prochaine fois! Audra

    Reply
    1. madameshepard Post author

      Hi, Audra. I’m so glad that the unit is working out for you. I actually haven’t had a chance to use it with my own students yet, so I’m glad that someone else is! I’d love to work with you, too. Fortunately, modern technology is giving us all a way of working together without being in the same place. Thanks so much for taking the time to respond, it means so much to me to hear from my colleagues!

      Reply
  2. Lise

    Bonjour! Your blog has been so helpful as I am trying to incorporate more IPAs and authentic language in my classes. My students are learning so much and I am really enjoying seeing them so engaged!
    I am starting a food unit with my level two students and am trying to incorporate food waste into the unit. I was wondering if you have an IPA to complete this unit, as I’d like to get some ideas before we jump into the new unit. Merci d’avance!
    I also created a “real world homework” set of assignments to go with my food unit. Do you ever use those with your classes?

    Reply
    1. madameshepard Post author

      Hi, Lise I wish I could be more helpful, but I didn’t prepare an IPA for this unit. I love the idea of real world homework, but haven’t used it much with my classes. I’d love to hear about what you’ve created!

      Reply
  3. Kathy Z.

    I love the “L’aubergine moche” poster! You may be interested to know that this movement (or something similar) exists in the USA–there is a push to get stores to sell “ugly” food (possibly at lower prices) rather than throwing it away. I believe that I just read that Whole Foods has signed on.

    Posting a link doesn’t seem to work, but I heard about it on a Change.org email. I think if you google something like The UglyFruitandVeg Campaign and you might find it.

    On a slightly different aspect of food lessons, the UT at Austin site has a clip of Nino Ferrer performing his song “Les cornichons”, which lists a bunch of picnic foods. Here (I hope) is the link:

    http://coerll.utexas.edu/chansons/index.php?ch=5

    They also have short video clips of fruits and veggies at an open air market, with a woman identifying the items in French

    Merci, as always!

    Reply
  4. Ashton

    Hello Madame,

    Could you send me this unit? I am a new student teacher and this would be such an amazing resource to help me plan my unit. I would really really appreciate it.

    Thank you so much,

    Ashton

    Reply
  5. Erin Burns

    Bonjour!
    Merci ! Your lessons have infused life into my teaching again!
    Just started this Gaspillage unit with French 2 and they are super engaged!
    They especially LOVE the Ugly Fruit posters! While looking for more examples I found this video that I think would be great to show how the supermarkets are working with/selling the ugly fruit. I am thinking of using it for the IPA for this unit. http://videos-mdr.com/les-fruits-legumes-moches-mis-en-intermarche/
    Merci mille fois!!

    Reply
    1. madameshepard Post author

      Thank you so much for the nice comment and the great resource! I modified this unit this fall and included an IPA. If you’re interested, I think you could find it by searching Gaspillage.

      Reply
  6. Audra Nolin

    Madame, I was wondering if you had any rubrics on how to grade all the ACTFL levels. If I had a guide, I think I may go exclusively over to this kind of grading. I am confused as to what to do! Any examples you could send me would be very appreciated!

    Merci bien, Madame!

    Audra

    Reply
    1. madameshepard Post author

      Great question! I use the Ohio Dept. of Ed Proficiency Rubrics. Here’s a link to the Interpersonal: http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Foreign-Language/World-Languages-Model-Curriculum/World-Languages-Model-Curriculum-Framework/Instructional-Strategies/Scoring-Guidelines-for-World-Languages/2c-Interpersonal-Novice_Intermed_Horizontal-Alignment_april8_2015.pdf.aspx
      and here’s Presentational: http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Foreign-Language/World-Languages-Model-Curriculum/World-Languages-Model-Curriculum-Framework/Instructional-Strategies/Scoring-Guidelines-for-World-Languages/1c-Presentational-Novice_Intermed_Horizontal-Alignment_april8_2015.pdf.aspx For Interpretive I use the ACTFL IPA Interpretive rubric: http://education.ohio.gov/getattachment/Topics/Ohios-Learning-Standards/Foreign-Language/World-Languages-Model-Curriculum/World-Languages-Model-Curriculum-Framework/Instructional-Strategies/Scoring-Guidelines-for-World-Languages/5-ACTFL_Interpret-rubric-ApdxF.pdf.aspx This one doesn’t have proficiency levels because the expectations don’t change, the texts just become more complex. Hope this helps! Lisa

      Reply
  7. Audra

    Lisa, Thank you for all the links you sent me for ACTFL grading! Very helpful! I was wondering why Novice Low is not mentioned. I would like to see that piece, if possible. I have this level in the Middle school.

    Thanks again!
    Audra

    Reply
    1. madameshepard Post author

      Great question! ODE didn’t create a rubric for Novice Low because they intended that the Proficiency-based rubrics be used at the end of the year and Nov. Low is only for very beginners.

      Reply
  8. Audra

    Thank you! Your links to the Ohio school systems are the only ones that make any sense! If I may trouble you for one more question, I was wondering if you could send me an example of how you would link one of those ratings to a grade. I am confused as how to do this, and my admin only wants traditional A-F grades.
    Thanks in advance!
    Audra

    Reply
    1. madameshepard Post author

      Hi, Audra Here’s a link to a post I wrote about how I’m going to use the proficiency rubrics to provide grades for my students: http://madameshepard.com/?p=1227 Although I use scores based on a scale of 10, you could easily substitute letters for the numbers. Let me know if you have any questions!

      Reply
  9. Audra Nolin

    Thank you! Your links to the Ohio school systems are the only ones that make any sense! If I may trouble you for one more question, I was wondering if you could send me an example of how you would link one of those ratings to a grade. I am confused as how to do this, and my admin only wants traditional A-F grades.
    Thanks in advance!
    Audra

    Reply
  10. Audra Nolin

    It is so nice to have things spelled out for me! I have not received a true explanation of how to grade using the ACTFL levels. I am doing a blend of things as well, but was interested in grading using these levels. I will need the summer to figure this all out! The methods I am embracing were given to me the last week of August last year, so I am not ready! I appreciate all the things you have posted and the help you give others!
    Thank you, Lisa!

    Audra

    Reply

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