VC Lesson Plan Template
Lesson Plan Authors 1) Carmen Eden & Diane Tinucci--CSD 2) Debra Farley, Lindy Vannatta, Shirley Boyd—ESC 12 3) Kim Fritz, Nancy Fette-BCISD
Title:
FOOD QUEST
Lesson Objective: Through research and collaboration students will understand how the components of human culture influence and direct food preference and consumption. Subject Area(s): Foreign Language, Culinary Arts, Living Skills, Social Studies, Language Arts
Intended Grade Level(s): 7-12
Description: This lesson is a variation on Mystery Quest and so could be called Food Quest. In a general sense, students will research the components of culture which could include:environment, economics, class structure, tradition, religion, geographical area, and advertising and their influence on the food choices of a locale or time period. Although there is a wide range of locations and time periods that could be studied, we will be discussing French provinces in the middle school French language classroom for the purposes of this lesson.
Lesson Steps: 1. Participating classes are each divided into groups prior to the first videoconference and the lesson is explained. Each group is assigned a French province:
Loire
Provence
Bordeaux
The same provinces are studied in each participating class, for comparison and connection. At the introductory videoconference, Province groups meet their conferencing partners and the lesson is reviewed. 2. In class, students discuss the significant components of the cultures of the French provinces. These will be the culture “variables” to be specifically studied with respect to each assigned province. 3. Students research culture components, giving special attention to how those culture components direct food choice. For example, if a major industry in a certain province was winemaking, then research might also reveal that wine consumption in that region was notable. 4. Students locate regional recipes using foods which have been determined to have been derived from cultural factors. 5. (Optional)-Students bring in foods for classmates to sample. 6. Student groups prepare presentation of cultural factors and related foods for sharing with videoconferencing partners. 7. Schools videoconference and share presentations. 8. Classes are given reflection time to consider similarities and differences between similar provincial reports. 9. Schools videoconference to compare reflections. Also, if recipes are shared, students could compare impressions of shared foods.
Curriculum Standards/Learner Outcomes (Example) Michigan Department of Education Proposed Standards for World Languages All students will: 1. identify and use a non-English language appropriately to perform a variety of tasks, in a variety of contexts, and utilizing a variety of content; 2. use a variety of strategies to communicate in a non-English language 3. process and produce written discourse effectively in a non-English language; 4. use a non-English language as a means of expression and inquiry; 5. extract meaning and knowledge from authentic non-English language texts, media presentations, and oral communication; 6. connect a non-English language and culture through texts, writing, discussion, and projects;
7. use a non-English language to acquire knowledge and connect to other disciplines; 8. define and characterize the global community; 9. identify diverse languages and cultures throughout the world; and 10.recognize learning a new language as a lifelong process. Online Resources: Examples
French Regional Dishes http://frenchfood.about.com/od/regionalcuisine/ Passports-France very basic info about regions) http://www.passports.com/trips/cityfact/citylist.asp?cou=France Internet Activities for Foreign Language Classes http://www.clta.net/lessons/ Michigan Teacher Network Resources for French Culture http://mtn.merit.edu/resources/search?keywords=French+culture Casa De Joanna Language Language Learning Resources for French http://www.casadejoanna.com/mirror/cs_fren.htm Pac Bell (SBC)Main Page (Includes Blue Web'n, Filamentality) http://www.kn.pacbell.com/kne_search.html Filamentality Results for Webquests/French Regions http://www.casadejoanna.com/mirror/cs_fren.htm Joyce Valenza's Library Home Page http://mciu.k12.pa.us/~spjvweb/ Enter "Resources for Students"-Foreign Language-French The French Connection http://ausarts.anu.edu.au/french/french.html Chico, CA High School Library Homepage http://melvil.chicousd.org/ Follow the Links from Foreign Languages-French
Resources and Materials: All or some of theseProfessional chef, specialty foods store owner, foreign exchange students, cookbooks, atlases, magazines, art supplies, travel guides, computers, maps, foods kitchen, technique videos.
Technology Used: videoconferencing, possible a blog, specific email exchange depending on participating districts’ policies
Type of VC Connection (IP, ISDN, or both):
Target Time for Implementation: One class day 1 week; another class day the next week for videoconferencing with 1 week for research between exchanges
Length of Time: 1 class period for each conference. Length will vary with participants’ schedules
Preparation Before VC: Teacher connects, group research between sessions.
VC Agenda (include an agenda for each VC if you will have more than one): See Lesson Plan
Assessment/Evaluation: Comparison/Contrast Essay/RUBRIC
Name:____________________________________ Date:________________ Country/Region:______________________________________ 1. Country/Region Map 2. Explanation of Food Culture (Family and culture, friends, religious beliefs, geographical area, advertising, lifestyle) 3. Food Prepared w/Recipe 4. Group Participation 5. Reflection TOTAL Comments: /25 /15 /15 /15 /80 /10