Katelyn Bohn

FL 507 Standards-Based Lesson Plan Template

Language Level Language Level FLF Semester 1st Date November Day Day 4 50 Minutes
102, in
Novice Unit
Low

Unit Central La gastronomie en France (Gastronomy in France unit)

Focus

Daily Topic Les restaurants

Vocabulary ➢ La nourriture et la présentation des denrées (un plat, un repas; la salade, le dessert, etc.)
➢ Les ingrédients (un œuf, le lait, la farine, le beurre etc.)
➢ Des mots qui expriment des préférences / des comparaisons (aimer, préférer, détester, sembler,
“j’aime… plus que…”, différent(e), similaire, etc.)

STANDARDS LESSON OBJECTIVES

What are the Communication Which modes of When students leave here today they will be able to:
communicative and communication
and cultural Cultures will be 1. Students will be able to compare the menus of one French
objectives for addressed? Michelin star restaurant to one Michelin star restaurant in
the lesson? their home country. They will be able to describe at least
Interpersonal
two culinary differences and two similarities in the dishes.
[interpretive, interpersonal; cultures, comparisons,
Interpretive connections; ‘analyze’ level of Bloom’s taxonomy]
2. Students will be able to describe the atmosphere and
Presentational cuisine in a French restaurant, give 3 reasons why they
think it deserves a Michelin star or not, and answer
Katelyn Bohn

questions about their choice. [interpersonal, interpretive,

presentational; cultures, comparisons; ‘understand’,
‘evaluate’, and possibly ‘analyze’ levels of Bloom’s
taxonomy]

Will Connections [Objective #1] Students will build / expand their knowledge of culinary arts by comparing
Connections, dishes from Michelin star restaurants in France to a Michelin star restaurant from their
Comparisons, home country. The Michelin guide was originally established in France by the Michelin
Communities brothers and is important cultural information for students to learn about.
be part of the [Objective #1] Students will compare French culture to their own culture through a culinary
Comparisons
lesson? lens by considering differences and similarities in restaurant dishes.

Communities [Objective #1, 2] Students will mainly communicate in the TL to achieve these objectives.
The activities created in conjunction with these performance objectives promote cultural
competency and prepare students to interact in multilingual communities by gaining a
better understanding of food in francophone countries.

Lesson Time* Activity / Activities Materials / Resources

Sequence (minutes) What will learners do? What materials will you
What does the teacher do? develop? From what sources?

Gain Attention 8 minutes ● The instructor will briefly talk about photos from a ● Photos of Michelin
/ Activate Prior restaurant she visited in France / French restaurants star restaurant dishes
Knowledge in NC to prime students for content on French in France
restaurants (2 slides) (1 min.) ● Pictures of the
○ Students are asked to share personal Michelin guide book
experiences related to francophone and the Michelin star
restaurants (either in the U.S. or other ● Pictures of local
countries) during this time (3mins) French restaurants in
● The instructor will present some criteria for Raleigh (Coquette,
Michelin-star restaurants next to images of dishes Saint Jacques, Jolie,
served at these restaurants (1 slide) etc.)
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○ She will ask students to describe the

appearance of these dishes (this prepares
them for obj. #1) (4mins) (there will be a
word bank on the screen of adjectives)

Provide 15 minutes ● https://www.youtub

Comprehensibl ● The instructor will do a refresh of food vocabulary e.com/watch?v=b391
e Input Preparation for objective and ingredient vocabulary (4 mins) UIOU5Lg (watch
#1 and #2 ○ Mini activity: the instructor will verbally 2mins45sec)
describe 3 foods, and the students will have ● Sheet provided to
to guess what the food item being students to circle
described is using a vocabulary list on the items as they listen
screen. They will have 20 seconds to guess ● Vocabulary related
the food. One classmate per group of 3 will to the videos handed
write down their guess on the white board. out to the students
(5 mins)
● Students will then watch a video about a Michelin
inspector evaluating a French restaurant
(2mins.45secs., students will watch this twice)
(this prepares them for obj. #1 and #2)
○ During the video, students will circle which
ingredients were used in the dish served to
the inspector using a word back provided to
them, will circle which adjectives describe
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the way the inspector is evaluating the

food, and be asked to circle adjectives that
describe the atmosphere of the restaurant

Meaningful 13 minutes ● As a pre-viewing activity for the articles, students Le Brittany:

Guided Practice will categorize pictures of the entrée ingredients ● https://hotel-brittany
- Elicit Objective #1 from the articles into food groups (meat, .com/download/114
Performance vegetables, fruits, etc.) (4 mins) 982
● Students working in pairs will be assigned a French ● https://hotel-brittany
Michelin restaurant (either Le Brittany, La Butte, or .com/
L’Ambroisie) by the instructor. The groups will find ●
one entrée from this restaurant’s menu and one La Butte:
entrée item from the Michelin restaurant of their ● https://labutte.fr/wp
choice (either from the U.S. or their home country) -content/uploads/20
to compare 22/10/menu_table_
○ They will be asked to find 1 difference and mobile211022.pdf
1 similarity in the entrées from the ● https://labutte.fr/res
restaurants (such as their ingredients, how taurant-gastronomiq
they are presented, etc.) ue/
○ They will be asked to find 1 difference and L’Ambroisie:
1 similarity in the atmosphere of the (Scroll to “Notre Carte”):
restaurants https://www.ambroisie-paris.
● Models of how to write these similarities and com/
differences will be on the screen, along with
food/ingredient/restaurant vocabulary Other possible Michelin
○ Ex: “Ces desserts sont similaires/différents restaurants:
parce que…” “Ces plats ont des ingrédients https://guide.michelin.com/e
différents, comme …” "Ces restaurants n/fr/ile-de-france/paris/resta
tous les deux ont une atmosphère…" urants/3-stars-michelin
● The instructor circulates to interact with the
students
● After 8 minutes, the pairs will be asked to write on
the board the similarities and differences they
found, categorized by entrée
Katelyn Bohn

similarities/differences and restaurant

similarities/differences
● The teacher will then debrief the findings of the
class (1 min)

Independent 12 minutes ● Students will take on the role of a Michelin

Practice - Elicit restaurant inspector for the last part of the class
Performance Objective #2 ● They will find a French restaurant website in NC or
from their home country and review the menus of
these restaurants / look at the dishes on their
website
○ They will then decide whether they believe
this restaurant deserves a Michelin star or
not selon leur avis. They will need to
provide 3 reasons why they think it does or
does not deserve a star.
● The instructor will remind them to refer to the
notes they took on the French Michelin inspector
video to help guide their response
● Students will work independently for 10 minutes.
The instructor will then call on students, ask them
whether they chose to give their restaurant a
Michelin star, and what one of their reasons for this
decision was (2 mins) (continued in closure)

Closure 3mins ● The instructor will continue to debrief the

independent practice with students and call on
students (2 more mins)
● Instructor will remind students of their homework
and pass out multiple choice sheets (1min)

Assignment
● Students will watch this video on fast food in France : https://www.youtube.com/watch?v=vOwGe7Uo7HQ
Katelyn Bohn

● Students will be given a multiple choice sheet with 5 questions to answer as they listen to and watch the video.
The questions on the sheet will be in English, since they are listening in French (ex: “What is the most popular age
range for people who eat fast food in France? answer: 15-24 year olds)
● Most of the answers to these questions will not only be said verbally in the video, but will also be written out in
the video, so that students have 2 possible ways of finding the answers
● This homework assignment is a completion grade

Points of (Since the lesson has not yet been taught, document some things the instructor will need to take into account while
Reflection implementing the lesson.)
● Students may have difficulty understanding the concept of Michelin star restaurants, since this is not commonly
discussed in the U.S.
● Students may have difficulty expressing the atmosphere of a restaurant or giving descriptions of food, but models
should help with this