1. UNIT PLAN, Part A, Unit 2, “Food and Restaurants” (Level 1 /Stage 1)
Key: parentheses ( ) = optional; Communication Control of Learning: Content, Concept Knowledge Standards-based Performance Assessment
Learning Outcomes Linguistic Structures & Culture (The concepts that students (Provides students with the opportunity to
underlined = introduce, don’t assess;
(Students will be able to use (Students will be able to understand will need to understand about demonstrate what they know and are able to do
Standards Targeted: Stage 1: Levels 1, 2 language to participate in and produce vocabulary, grammar, content, linguistic structures with language and culturally appropriate
A. Content: 1.0 Students acquire information, culturally appropriate syntax, pronunciation, spelling, and and culture in order to use behavior in real-world situations that reflect the
recognize distinctive viewpoints and further communication in a real-world culturally appropriate behavior and language appropriately.) target culture.
their knowledge of other disciplines 1.1. situation that reflects the target learn information about products,
Students address discrete elements of daily culture.) practices, and perspectives)
life: a. Greetings, l. Food, meals, restaurants I know that the habit of You are an exchange student in
Communication: 1.0: Students use formulaic I can place an order I can use appropriate going to a café/small (target culture location). You have
language; 1.1 engage in oral, written with a waiter in a phrases to address the restaurant may be invited a fellow exchange student
conversations; 1.2 interpret written and spoken restaurant or café. waiter and to order food different in the target from another region to go with you
language; 1.3 present to an audience of listeners
and drinks at a café or culture than in my own to a traditional café in your new
and readers; 1.4 list, name, identify,
enumerate1.5 identify learned words and I can exchange restaurant. culture. town. Read the menus of some
phrases in authentic texts. 1.6 reproduce and messages or have a nearby cafés and make a list of
present a written or oral product in a culturally conversation with a I can use the appropriate I know that cultural food and drinks that might interest
authentic way. friend about food and structures and vocabulary habits used in your friend. (interpretive-written)
Cultures: 1.0 Students use appropriate drink likes and dislikes. to talk about items on the ordering, paying a bill, You exchange “tweets on Twitter”
responses to rehearsed cultural situations; menu. making requests in the between you and your friend about
1.1 Associate products, practices, and I can identify food and target culture may be the foods you like and dislike.
perspectives with the target culture; drink items for different I can list the foods that are different than in my (interpersonal-written) On the big
1.2 Recognize similarities and differences
meals on a typical the same and different on a culture. day, you are both hungry and
within the target cultures and among students’
own cultures. 1.3 Identify cultural target culture menu. Menu from an American thirsty, so you talk about the menu
borrowings. café or restaurant versus a I know that many food- to decide what you want to eat and
Structures: 1.0 Students use orthography menu from France. related items from the drink. Your friend is not familiar
and phonology to understand words and I can identify foods in my target culture have with the local dishes so you name
phrases in context 1.1 use orthography and culture that are borrowed or been borrowed or some of the ingredients of the
phonology to produce words and phrases in adapted from the target adapted in my culture dishes and drinks that are typical
context. 1.2 Identify similarities and culture and vice versa. and vice versa. of the region. Place your order
differences in the orthography and with the waiter. After your meal,
phonology of the languages the students
check the bill with your friend and
know.
Settings: 1.0 Students use language in highly pay the bill before you leave.
predictable common daily settings, 1.1. (Interpersonal-oral)
Recognize age appropriate cultural or After you get home, update your
language use opportunities outside the status on Edmodo in French and
classroom. comment on your café experience.
(presentational-written)