LISBON SCHOOL DEPARTMENT
UNIT DESIGN OUTLINE
Unit Title:
Unit 4 Bon Appétit
Unit Designers:
Judy Roy
Level(s):
6th
Time Span:
2 weeks
Content Area:
Career Prep
English Language Arts
Health/PE
Mathematics
M&C Languages
Science & Tech
Social Studies
Visual & Perf. Arts
Summary of Unit: How do cuisine and food preferences differ around the world? Students will
answer this essential question by using vocabulary, sentence structure, and culture of France as
vehicles of learning. Students will also learn the difference between French cuisine and cuisine
in the United States. They will learn about different eateries in France and how they are similar
or different than eateries in the United States. Finally, they will learn French etiquette for dining
in France.
Content Standards/Performance Indicators:
A- Communication: Students communicate in the target language.
A-1 – (formal) Students engage in simple conversations to provide and obtain information and to express feeling
and emotions by creating simple sentences and /or strings of sentences. Students of modern languages use
pronunciation and intonation patterns or use appropriate non-manual markers, which are comprehensible to speakers
accustomed to interacting with language learners.
A-1-A – (formal and informal) ask and answer a variety of questions on familiar topics, orally and in writing.
A-1-B (formal and informal) Participate in conversation on a variety of every day topics to meet personal needs.
A-1-C – (formal and informal) Give and respond to directions and commands orally and in writing
A-1-D –(formal) Exchange information in writing.
A-2 – (formal and informal) Students comprehend brief conversation, narratives, and recorded material in familiar
contexts.
A-2-A – (formal) Identify main ideas, topics, and details from simple oral and written texts.
A-2-B – (formal and informal) Identify main ideas, topics, and details from simple written texts.
A-3 – (informal) Presentational – Students use simple sentences and strings of sentences to produce short oral and
written presentations based on familiar topics and including a level of accuracy in form and pronunciation that could
be understood by speakers accustomed to interacting with language learners.
Posted 4.25.2014 per HW
Page 1 of 5
A-3-A – (formal and informal) Write messages using a prescribed, culturally -appropriate format.
A-3- B – (formal) Produce and present simple creative works orally and in writing.
A-3-C – (formal) Convey personal preferences or information pertaining to everyday life orally and in writing.
A-3-D – (formal) Create written products based on a given topic.
A-4-- Compare the target Language with English in order to better understand language systems.
A-4-A –(informal) Compare basic grammatical structures and syntax between languages.
A-4-B –(informal) Compare idiomatic expressions between languages.
A-4-C –(informal) Compare pronunciation systems between languages.
C - (informal) Compare pronunciation systems between languages.
A-4-D –(informal) Recognize that there are regional and or historical variations in spoken language.
A-4-E – (informal) Explain connections between languages through the identification of cognates.
B Cultures – Students demonstrate an understanding of a culture(s) in which the target language is spoken.
B-1 – Practices and Perspectives – Students describe practices of a culture(s) and perspectives of a culture(s) in
which the target language is spoken.
B-1-A – (informal) Describe examples of common beliefs of a culture in which the target language is spoken.
B-1-B – (informal) Describe common attitudes of a target culture in which the target language is spoken.
B-1-C – (formal) Describe common similarities and differences to practices of a culture in which the target language
is spoken.
B-3 – (formal) Students recognize and compare perspectives related to products and practices of a culture in which
the target language is spoken to the cultural perspectives of the culture in which the student lives.
B-3-A -(informal) Compare verbal and non-verbal communication in a culture in which the target language is
spoken to communicate in the culture in which the student lives.
B-3-B – (formal) Recognize contributions of culture(s) in which the target language is spoken to life in the United
States including food, celebrations, dress, and/or architecture.
C – Connections: Students expand their knowledge by connecting their study of a world language with other
content areas.
C-2 -A -(formal) Locate media or other authentic sources from the target language and a culture in which the target
language is spoken and identify a perspective and or practice of a culture different from the students' own
viewpoints and /or behaviors.
D – Communities – Students encounter and use the target language both in and beyond the
classroom for personal enjoyment and lifelong learning.
D-1- A (formal) Students demonstrate an understanding and use of the target language to communicate
with target foreign language speakers, obtain information on familiar topics, and gain understanding of
another culture.
D-1-D – (informal) Describe language skills and cultural insights gained through real or virtual travel.
Key Pre-Requisites:
(Before beginning this unit, students should know/understand/be able to…)
Knowledge:
Students should have:
 knowledge of sentence structure in the English language.
 knowledge of customs of greetings in the United States.
Posted 4.25.2014 per HW
Page 2 of 5
Skills:
Students should:
 understand subject verb agreement in English.
Enduring Understandings:
Countries have different ideas about food and cuisine.
France has different etiquette in relation to food and dining. Etiquette can be lost in translation.
This might be important when traveling in France or thei might be important to understanding
someone from France.
Essential Questions that Guide and Focus This Unit:
How do cuisine and food preferences differ around the world?
Key Knowledge and Skills students will acquire as a result of this unit:
Knowledge:
As a result of this unit students will learn:
 vocabulary for food, drinks, and ordering food in French.
 to order food and drink (verbally and written) in French.
 cultural differences between France and the United States when discussing eating.
 recognize and recall numbers 20-40.
 about popular eateries in France and what and where French teenagers eat.
Skills:
As a result of this unit, students will acquire:
 the ability to order basic food and drink in a French country.
 the ability to understand the cultural differences between eating habits of French and
American students.
How will students provide evidence of their understandings? (Be specific)
Written
Vocabulary assessment: recognize basic food and drink vocabulary. (formal and informal)
Vocabulary assessment: recognize and write numbers 20-40. (formal and informal)
Assessment: Students will give opinions about what food and drink choices they like and prefer.
(formal and informal)
Verbal
Assessment: Student will order basic food in the target language. (formal and informal)
Assessment: Students will ask and answer questions about hunger and thirst. (formal and
informal)
Posted 4.25.2014 per HW
Page 3 of 5
Assessment: Students will answer questions posed by the teacher about food and drink.
(informal)
Comprehension and Reading:
Assessment: Student will read and comprehend a short paragraph describing food and drink.
(formal)
Teaching and Learning experiences used to help students understand:
 study guide.
 several examples of each area of study.
 daily verbal practice.
 daily written warm-up on the board for student practice.
 role-play situations for students to see and participate in situations where food
and drink are ordered.
 Class Round Robin – Students practice asking and answering questions about
food and drink.
 Paired work – Students work in pairs to ask and answer questions about ordering
food.
 Flash card practice.
 White board practice.
 Number games, word searches, criss-cross puzzles
 Verbal practice through teacher questions.
 Students taste various foods and drinks and make judgments both verbally and in
written sentences expressing likes, dislikes, and preferences.
Provisions for Extending Learning:
Students will:
 extend their knowledge base of French food.
How will technology be used to increase student achievement? (Be specific)
Students will:
 use the Internet to gain knowledge of food and drink from France.
 look at French restaurants online to gain an understanding of French cuisine.
 listen to modeling of language through CD or teacher.
 watch and listen to modeling of language and culture through video in class.
 watch short vignettes of French food preparation online.
Instructional Resources:

Text and accompanying worksheets
Posted 4.25.2014 per HW
Page 4 of 5





Video accompanying the text
Audio CD made by teacher
White boards and dry erase markers
Study Guides
Laptops and LCD projector
Attach a copy of the unit assessment tool, including criteria for evaluation of student
performance/product.
(Name of Assessment listed here)
Reading and Comprehension Prompt (A-2)
Bread and Spread Writing Prompt ( A-1, A-3, D-1)
Test on Food and Drink (need to scan) (A-1, A-3)
Geobeats (B-1, C, D)
Posted 4.25.2014 per HW
Page 5 of 5