INT 403 Unit Plan Outline
I.
Communicative Context:
A. Checkpoint: A
Grade: 3rd (40 minute classes, once a week)
B. Topic(s): Food & Meal-Taking – Types of Food & Drink
C. Function(s): Providing and obtaining information, expressing personal feelings about
opinions and attitudes
II.
Standards Alignment
A.
NYS LOTE Standards:
 Can comprehend simple statements and questions. Usually comprehends the main idea
of extended but simple messages and conversations. Often requires repetition for
comprehension even when listening to persons who are used to speaking with nonnatives.
 Can initiate and respond to simple statements and engage in simple face-to-face
conversation within the vocabulary, structure, and phonology appropriate to the
communicative situations and functions of this level. Can be understood, with some
repetitions and circumlocutions, by native speakers used to foreigners attempting to
speak their language.
 Can understand the essential content of short, general, public statements and
standardized messages. Can comprehend the main ideas of materials containing simple
structure and syntax when relying on visual cues and prior familiarity with the topic.
Understanding is limited to simple language containing only the highest frequency
grammatical patterns and vocabulary items. Can sometimes guess at cognates and
highly contextualized unfamiliar vocabulary. May have to read the material several
times in order to achieve understanding.
 Can express basic personal needs and compose short messages on very familiar topics
based on personal experience. Writing consists mostly of mastered vocabulary and
structures in simple sentences and phrases. Although errors in spelling and grammar
are frequent, writing can be understood by native speakers used to dealing with
foreigners.
 Has knowledge of some aspects of the target language culture and is aware of the
existence of cultures other than his/her own. Is able to function in authentic, common,
everyday situations but makes frequent cultural errors that impede communication
even with native speakers accustomed to dealing with foreigners.
B.
ACTFL K-12 Performance Guidelines
 Speaking - Novice Mid - Speakers at the Novice Mid sublevel communicate minimally
by using a number of isolated words and memorized phrases limited by the particular
context in which the language has been learned. When responding to direct questions,
they may say only two or three words at a time or give an occasional stock answer.
They pause frequently as they search for simple vocabulary or attempt to recycle their
own and their interlocutor’s words. Novice Mid speakers may be understood with
difficulty even by sympathetic interlocutors accustomed to dealing with non-natives.
When called on to handle topics and perform functions associated with the
Intermediate level, they frequently resort to repetition, words from their native
language, or silence.
 Writing - Novice Low - Writers at the Novice Low sublevel are able to copy or
transcribe familiar words or phrases, form letters in an alphabetic system and copy and
produce isolated, basic strokes in languages that use syllabaries or characters. Given



adequate time and familiar cues, they can reproduce from memory a very limited
number of isolated words or familiar phrases, but errors are to be expected.
Listening - Novice Mid - At the Novice Mid sublevel, listeners can recognize and begin
to understand a number of high-frequency, highly contextualized words and phrases
including aural cognates and borrowed words. Typically, they understand little more
than one phrase at a time, and repetition may be required.
Reading - Novice Mid- At the Novice Mid sublevel, readers are able to recognize the
letters or symbols of an alphabetic or syllabic writing system or a limited number of
characters in a character-based language. They can identify a number of highly
contextualized words and phrases including cognates and borrowed words but rarely
understand material that exceeds a single phrase. Rereading is often required.
All three modes will be addressed in this unit (interpersonal, interpretive, and
presentational).
III.
Cultural Context: [Explain the cultural perspectives revealed and explored though the cultural
products and practices (including authentic documents) that are examined during the unit.}
IV.
Student Outcomes: [Write “I can…” statements for each mode- Interpersonal, Interpretive and
Presentational and include assessment activity to evaluate individual student achievement of each
one.
V.
Curricular Tie-in
 ELA – Standard 1-Students will read, write, listen, and speak for information and
understanding.

VI.
ELA standard 4 - Students will read, write, listen, and speak for social interaction.
Vocabulary List
Pre-supposed vocabulary from a prior unit
Les numéros
zero
un
deux
trois
quatre
cinq
six
sept
huit
neuf
dix
et
moins
font
Les couleurs
rouge
orange
jaune
vert
bleu
violet
blanc
noir
General vocabulary
Qu’est-ce que c’est?
C’est…
Combien de… est-ce qu’il y a?
Oui
Non
Je ne sais pas.
Est-ce que tu as…
J’ai
Petit
grand
J’aime (ça)
Est-ce que tu aimes (ça)…?
Il/elle aime
Je n’aime pas (ça)
Il/elle n’aime pas
Je déteste
Il/elle déteste
Je préfère
Est-ce que tu préfères …ou…
Il/elle préfère
Donnez-moi
S’il vous plaît
Merci
De rien
choisis, choisissez
montre, montrez
différent
Retournez à vos pupitres.
Prenez
New Vocabulary
Fruits
les fruits
les raisins
un abricot, les abricots
une banane, les bananes
une fraise, les fraises
une orange, les oranges
une pêche, les pêches
une poire, les poires
une pommes, les pommes
Vegetables
les légumes
une carotte, les carottes
une tomate, les tomates
un concombre, les concombres
un champignon, les champignons
les haricots verts
Talking about food
As-tu faim?
j’ai faim
je mange
je voudrais
Miscellaneous food
le pain
le fromage
le jambon
le croque-monsieur
Desserts
une crêpe, les crêpes
la glace
le gâteau
un biscuit, les biscuits
bon, bonne
mauvais, mauvaise
un bonbon, les bonbons
Activity ideas
 Makes crepes in class for students – cultural lesson – map of France – Bretagne, sister city
(Bretagne flag, color map of France and locate Paris and Rennes), show pictures of people making
crepes) also eaten in Quebec, simply crepes in Rochester – visit from Pierre Heroux. Could also
make “toques” for student chefs
 Students complete a math activity using food items (Sophie a deux pommes. Pierre a 5 pommes.
Combien de pommes est-ce qu’il y a en total).