Proficiency-based Instruction: A thematic unit on bread and pastries

When I learn a new idea for an activity from another teacher, I am always interested in getting more context on how that teacher fits her activities into a whole unit. On these pages I have been posting activity ideas and so I now want to show you an example of what a whole unit would look like for me. This unit is on Le pain et la pâtisserie, a very delicious and accessible topic for students. Students are likely to encounter baguettes and croissants by the time they are in school. This unit will build on their understanding of French foods and will permit them talk about foods from France. All of the materials are in this resources folders and are also linked below.

The focus of my instruction is input. The students get input from teacher talk and from readings and videos; there is one almost daily. The reading input is accessible because I use picture books and infographics which both have limited text and lots of images. And the videos I use are short and straight forward. Accessible input is where the learning of the language happens. I make sure the there is repetition of content over the course of the unit and that lessons are structured around the can do’s and attempt to keep true to the vocabulary that will be needed to do the assessments at the end.

You will also notice that I like to have students start out the class in a circle. They get out from behind their desks to start with little warm up conversations. I have cued how I get those conversations started, but the teacher also keeps the conversation going by reacting to students and training students to ask follow up questions.

Day 1
To warm up, talk with students about what foods they eat and don’t eat, using foods that are cognates or otherwise familiar. Then play Four Corners asking students to move to a corner based on their opinion of the food you say, J’adore ça / J’aime bien ça / Ce n’est pas bon / Je n’aime pas du tout could be the names of each of the four corner.

Video Je teste la nourriture and Activity Je teste la nourriture

Show slides with different French foods and students ask each other in pairs what they think of those foods, using the vocabulary from the video. Activity with the slides 3-20 of presentation Le Pain Slides for Discussion

Day 2
Form a circle with the students for a warm up. Students ask their partner about their food preferences. They should be prepared to report to the class afterwards. Then, ask what fruits students eat, how often, what they like. Use cognates like les cerises, les kiwis, les bananes and les oranges, as well as others. Hand out Picture Dictionary.

Show the videos of the clip from the TV show Parents Mode d’Emploi and Le meilleur pâtissier band announce, using slides 21-25 of presentation Le Pain Slides for Discussion. Ask students the questions on the slides.

Reading Je mangerais bien un enfant Teacher reads the book aloud stopping the ask the class questions as she goes.
Demande à ton partenaire:
Pg. 9 Selon sa Maman, comment est Archille ?
Pg. 17 Nommez trois choses les parents d’Archille ont proposées.
Pg. 28 Pourquoi Archille veut manger des bananes maintenant ?

The questions Students asks the teacher the questions. Teacher answers to model how to answer. Students think ahead to their answers to the questions and ask for vocabulary that they need.

Les Devoirs: EdPuzzle Le Meilleur Pâtissier

Day 3
Form a circle with the students for a warm up. Have the students ask and answer with a partner: Qu’est-ce que tu aimes comme fruit ? Qu’est-ce que tu n’aimes pas comme fruit ? Ask students what they eat for breakfast. Introduce cognates les céréales, des crêpes and des croissants. (Point out that the French wouldn’t eat crêpes for breakfast, but for snack or dessert.) Refer to the slides 26-43 of presentation Le Pain Slides for Discussion as you go.

Video Petit Déjeuner and Activity Petit déjeuner.

Students turn to their partner and try to speak about bakeries for three minutes.

Game Pictionary

Exit ticket: Write a description of a brunch you would like to eat. The description should include the food and beverages served. Il y a… Then write how you liked the food. C’était…. Share with your group.

Day 4
In order for students to be successful at the Interpersonal Assessment at the end of the unit, ahead of time the students need to practice asking and answering questions with Question, Question, Exchange, an activity where students each have a card with a question. They ask each other the questions, answer, exchange questions and then go on to find a new partner. Find question cards on slides 44-48 of presentation Le Pain Slides for Discussion

Les petits déjeuners du monde web site. Ask students to read through the web site and find which country’s breakfast they would like to have and to explain why.

Day 5
Play Maître d’ which is an activity where the teacher asks a question and tells the students how many students to include in their discussion group. Students all answer the questions and discuss for as long as they can. Then, the teacher calls another round.

Reading Petit Déjeuner Équilibré and Activity Petit Déjeuner Équilibré
Put reading up on your school management system and print activity.

Using slides 49-51 of presentation Le Pain Slides for Discussion, show the videos and ask questions on the slides.
Le succès de la boulangerie française 0-0:43
Pâtisserie Gaston Bordeaux 0-0:44

Vinz et Lou Picture Talk— ask students to invite or predict a story with the pictures in the slide presentation. Ask students a lot of questions and offer some choices for them to decide between. After, show the students the Video Vinz et Lou and then have them read the next slides with the story printed on them. Finally, ask the students to write a retelling of the story.

Day 6
Videos Ca suffit le gaspillage

Slides on the three fold problem of waste

Circonlocution Slides 52-56 of the presentation Le Pain Slides for Discussion
This is a variation of Taboo, played as teams. In the teams, choose a describer and the rest of the group guesses. Only the describer is allowed to look at the list of words on the board. They use circumlocution and gestures if necessary to get the group to guess the list of words. First team to finish the whole list wins that round. Rotate roles and play again.

Play Kahoot

Les devoirs: Study using the Can Do’s on the Picture Dictionary

Day 7
Interpersonal Assessment
Presentational Writing Assessment

4 thoughts on “Proficiency-based Instruction: A thematic unit on bread and pastries

  1. Merci bien, Madame! C’est une unité vraiment bien oraganisée qui est pleine de renseignements amusants, utiles et intéressants!

  2. Bonjour! I have just come across your blog and want to say MERCI it has given me so many ideas to help with my planning for next year as our language programme grows.

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