LISBON SCHOOL DEPARTMENT
UNIT DESIGN OUTLINE
LISBON SCHOOL DEPARTMENT
INSTRUCTIONAL UNIT DESIGN OUTLINE
Unit Title:
Bon Appétit!
Unit Designers:
Judy Roy
Level(s):
French II
Time Span:
4 weeks
Content Area:
Career Prep
English Language Arts
Health/PE
Mathematics
M&C Languages
Science & Tech
Social Studies
Visual & Perf. Arts
Summary of Unit:
French students will study food in France and will answer why the French embrace fresh
ingredients and a love of eating fine food. This unit continues the introduction of food
vocabulary begun in French I. Students will learn food vocabulary in detail including meat,
fruit, vegetables, fish, cheeses, desserts, drinks, and other ingredients. They will learn to tell
what they like, love, don’t like, and hate. They will explore going to the market and how to
get the food you want using the verbs vouloir, pouvoir, devoir, boire, acheter, préférer,
payer, envoyer, and espérer.
Students will learn French food etiquette. They will learn the difference between asking for
something (the whole) and part of something using partative articles. Finally, they will
explore quantities and how to ask for food items using the correct quantities, how to order
food in a restaurant, and how to set the table.
Other items touched upon are the use of tout (meaning all), and the expression il faut (and
the infinitive of a verb).
In culture, we will explore French dinner etiquette.
Content Standards/Performance Indicators:
A-1 Interpersonal
Students express their own thoughts and opinions about familiar topics and elicit the
thoughts and opinions of others by using strings of sentences and/or short paragraphs.
Students of modern languages use pronunciation and intonation patterns or use
appropriate non- manual markers (ASL), which would be comprehensible to a native
speaker accustomed to interacting with language learners.
Modern only
a. (formal) Interact in a variety of social situations including formal and informal personal
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exchanges and/or phone inquiries.
b. (formal) Provide and exchange detailed information on familiar topics, orally or in sign
language, and in writing.
c. (formal) Describe and explain states of being, orally or in sign language, and in writing.
d. (formal) Express agreement and disagreement, orally or in sign
A-2 - Interpretative
Students comprehend conversations, narratives, and recorded material in familiar contexts
that are longer and/or more complex than those in the 6-8 grade span.
Modern and Classical
a. (formal) Identify main ideas, topics and specific information in a variety of authentic
written/signed materials.
Modern only
c. (formal) Identify main ideas, topics, and specific information in a variety of authentic
oral/signed materials.
A-3 - Presentational
Students express their own thoughts to describe and narrate in oral/signed and written
presentations using strings of sentences and/or short paragraphs and with sufficient
accuracy in form and pronunciation that could be understood by native speakers
accustomed to interacting with language learners.
Modern and Classical
a. (informal) Read authentic passages aloud with appropriate pronunciation, phrasing, and
intonation.
Modern only
b. (formal) Relate a story about a personal experience or event orally or in sign language.
c. (informal) Paraphrase and/or summarize texts orally or in sign language, and in writing using a
presentational format.
d. (formal) Write/sign brief narrative compositions and expository/informational compositions.
e. (informal) Give oral/signed presentations on familiar subjects related to a culture(s) in which
the target language is spoken.
A-4 - Language Comparisons
Students use their understanding of the nature of language to enhance their communication
in the target language.
Modern and Classical
a. (informal) Compare a variety of grammatical structures and syntax between languages.
b. (informal). Identify examples of vocabulary, in both languages, that do not translate directly
from one language to another.
c. (informal) Use idiomatic expressions and/or proverbs in the target language.
d. (informal) Identify examples of vocabulary (in English and the target language) that convey
different meanings in different contexts.
B. Cultures: (informal) Students demonstrate an understanding of a culture(s) in which the
target language is spoken. Students identify and explain how perspectives of a culture(s) are
related to cultural practices of a culture(s) in which the target language is spoken.
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B-3 Comparisons with Own Culture
Students explain how products, practices, and perspectives of a culture(s) in which the target
language is spoken contribute to the culture in which the student lives.
Modern and Classical
b. (informal and formal)Explain the reasons for a variety of similarities and differences between
the culture in which the student lives and the culture(s) in which the target language is spoken.
Modern only
Key Pre-Requisites:
(Before beginning this unit, students should know/understand/be able to…)
Knowledge:
Students will have a:
 Basic understanding of French food vocabulary.
 Basic understanding of French etiquette and cuisine.
 Basic understanding of sentence structure and conjugation of verbs in sentences.
Skills:
Students will have:
 Basic sentence writing skills.
 Ability to conjugate verbs.
Enduring Understandings:
 France is the center of outstanding culinary arts.
 French food and etiquette are different in France than in the United States.
Essential Questions that Guide and Focus This Unit:
 Are French cuisines the same or different around the world?
 What is the allure of French cuisine?
Key Knowledge and Skills students will acquire as a result of this unit:
Knowledge:
Students will know:
 Food vocabulary including meat, fruit, vegetables, fish, cheeses, desserts, drinks, and
ingredients.
 Vocabulary for table settings.
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



Correct etiquette when dining in France.
Expressions of quantity.
How to order food and drink in a café.
How to shop for food.
Skills:
Students will know how to:
 Write sentences using vocabulary and verbs learned in this unit.
 Express verbally and in writing how to shop for and order food in a café.
 Use expressions of quantity in sentence writing.
 Be able to communicate needs and wants in reference to food and drink in French.
How will students provide evidence of their understandings? (Be specific)
 Project on French food
 Quizzes
 Tests
 Unit test
 Writing and verbal prompts
Teaching and Learning experiences used to help students understand:
 Modeling 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.
 Class Round Robin – Students practice asking and answering questions.
 Paired work – Students work in pairs to ask and answer questions.
 Verbal practice through teacher questions.
 Workbook practice
 Exercises and worksheets accompanying text
 Audio and CDs accompanying the text
 Teacher – student discussions
Provisions for Extending Learning:
Students can explore more in-depth story writing.
How will technology be used to increase student achievement? (Be specific)
The Internet will be used to research French restaurants and food choices to be shared with the
class.
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Instructional Resources:
 Text
 Workbook
 Internet
 Teacher activities
Attach a copy of the unit assessment tool, including criteria for evaluation of student
performance/product.

Unit 3 test – A-1 b,c A-2 a,c A-3 b, A-3d
 Speaking Performance Test – A-1a,c,d
 Listening Performance Test – A-2a,c
 Writing Performance Test – A-3d
 Project on Food B-3,b, A-Ia, b,c,d, A-2, A-3
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