Digital Unit Plan Template

Unit Title: Discovering French Society Name: Erica Viveros

Content Area: World Language – FRENCH Grade Level: 10-12
CA Content Standard(s)/Common Core Standard(s):
CA Content Standards
Content
2.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.
2.1 Students address topics related to self and the immediate environment, including:
a. Social relationships
b. People in the community
c. Zoo and farm animals, fables
d. Care of the home, interacting with people in the community
e. Holiday customs and transition points in life
f. Climate
g. Cultural and leisure-time activities, outdoor, recreational activities, music h. Transportation, lodging, itineraries, geographic features
and landmarks
i. Curricular and extracurricular interests and events
j. Significant historical figures
k. Professions and the working world
l. Cuisine and recipes
m. Clothing and fashion
n. Health, medical care
o. Technological advances and innovation
4.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.
4.1 Students address complex, concrete, factual, and abstract topics related to the immediate and external environment, including:
a. Societal expectations
b. Cultural and literary archetypes
c. Endangered species
d. World events, social and political issues
e. Belief systems
f. International environmental issues
g. The visual and performing arts
h. The nature of an interdependent world
i. Issues in curricular and extracurricular subjects
j. Authors and their times
k. Transnational careers and economies
l. Issues of world hunger and health
m. Design, production, and marketing of clothing n. Policy issues in health care
o. The promise and challenge of technology
Communication
2.0 Students use created language (sentences and strings of sentences)
2.1 Engage in oral, written, or signed (ASL) conversations.
2.2 Interpret written, spoken, or signed (ASL) language.
2.3 Present to an audience of listeners, readers, or ASL viewers.
4.0 Students use extended language (coherent and cohesive multiparagraph texts).
Cultures
1.1 Associate products, practices, and perspectives with the target culture.
1.2 Recognize similarities and differences in the target cultures and between students' own cultures.
1.3 Identify cultural borrowings.
2.0 Students choose an appropriate response to a variety of situations.
2.1 Demonstrate understanding of the roles that products, practices, and perspectives play in the culture.
4.0 Students improvise appropriate responses to unpredictable situations.
Structures
2.0 Students use sentence-level elements (morphology or syntax or both) to understand concrete and factual topics.
2.1 Use sentence-level elements (morphology or syntax or both) to produce informal communications.
4.0 Students use knowledge of extended discourse to understand abstract and academic topics.
Settings
1.0 Students use language in highly predictable common daily settings.
1.1 Recognize age-appropriate cultural or language-use opportunities outside the classroom.
2.0 Students use language in interpersonal settings.
2.1 Participate in age-appropriate cultural or language-use opportunities outside the classroom.
4.1 Sustain age-appropriate cultural or language-use opportunities outside the classroom.

Common Core Standards:

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.

CCSS.ELA-LITERACY.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanigns; analyze
the cumulative impact of specific word choices on meaning and tone

CCSS.ELA-LITERACY.RI.11-12.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze
how an author uses and refines the meaning of a key term or terms over the course of a text.

CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and display information flexibly and dynamically.

CCSS.ELA-LITERACY.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in respons to ongoing
feedback, including new arguments or information.

CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and Issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
 d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners
on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish
individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information or research is required to deepen the investigation or
complete the task.

CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

CCSS.ELA-LITERACY.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references(e.g., Merriam-Webster’s Dictionary of English Usage,
Garner’s Modern American Usage) as needed.
Big Ideas/Unit Goals:
French cuisine is a very important part of the culture.

Explore the social classes in France pre-revolution and use the Imperfect tense to talk about them.
What do pre-revolution France and French cuisine show us about the culture and the people?

Students will learn new vocabulary and work on creating conversational sentences using those new words.

Students will be able to compare-and-contrast their culture, American culture, and French culture.

Students will learn new grammar rules, such as conjugating verbs, to use in creating sentences.

Students will practice using relevant vocabulary in conversations with their classmates in the target language.
Unit Summary:
Discovering the aspects of Daily Life in Francophone culture is the best way you will be able to understand the language and the people
better. In this unit, we will use various resources to discover how different or similar daily life in Francophone culture is, versus your
own. Through these aspects, you will practice reading, writing, listening to, and speaking French with your classmates. Throughout this
lesson, you will get a very in-depth look at French cuisine. Anything in regards to food is extremely important to the French, therefore,
you will work on a set of guided notes and will do a Webercise to get a deeper look into aspects of cuisine. You will also create a pyramid
organizer in which you research about and organize information about French society before the Revolution. There will be two major
assignments, a poster created online and a small skit performance in groups. Learning about these aspects and working on these
assignments will help you discover French society and learn the language.
Assessment Plan:
Entry-Level: Formative: Summative:
Survey – American Society vs. French - Cross Word Puzzle with the new - Online Poster – students will create
Society vocabulary terms a poster on Piktochart, it will be
- Quizlet cards – Conjugating Avoir in about facts on French eating habits,
the Present, Passé Composé, and and cuisine.
Imparfait - Performance – students will work in
- Webquest – Responses on what groups of 2-3 to create a short skit,
impacted French Cuisine using the cultural aspects and
- Pyramid Organizer – French society vocabulary terms they’ve learned
before the French Revolution throughout the unit.
- Peer Feedback – students will
discuss the information they put on
 their pyramid organizers and share
their work with each other.
Lesson 1 (Teacher Lecture)
Student Learning Acceptable Evidence Lesson Activities:
Objective: In this (Assessments): This lesson will introduce French culture to the students.
lesson, students will Students will also
practice their writing complete a Cross Word Students will begin by taking an online survey that asks them to reflect on what they
and listening skills in Puzzle with the new may know about French culture and compare it to American culture. The survey
the target language. vocabulary, and results will show me what they already know and how they view French culture. It
They will also learn practice conjugating will get them engaged with the lesson and get their minds questioning what French
new vocabulary words Avoir with Quizlet culture is really like?
and practice translating notecards.
them into English. Teacher Lecture: The teacher lecture will be a Prezi presentation, students will
Students will know watch a short video about cafeteria food in French schools, learn new vocabulary
how to conjugate the words, and practice conjugating Avoir. The presentation will give them a basic
verb Avoir in the glimpse at French cuisine and will show them how important this cultural aspect is to
present and past tense. the daily lives of the French.

Guided Notes:
Students will follow along the lecture with guided notes. The notes will be in the
same order as the presentation, that way students can correctly fill out the notes as
they follow along.

Formative Assessments:
Students will work on a Vocabulary Cross Word Puzzle to practice spelling the new
terms and translating them. The clues on the puzzle will be in English, but students
must write their answer in French. Students will also practice conjugating Avoir with
Quizlet note cards.

This first lesson will create a foundation for the students to understand the
importance of French cuisine in the daily lives of the French. They will get a deeper,
more specific look at aspects of cuisine in the second lesson.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Evidence: Lesson Activities: This second lesson is a more independent activity. Students will
Objective: Students Students will write in be given a Webquest sheet, they will have to answer the questions given to them and
will practice research complete sentences in find the information from the sites provided. This Webquest will teach students about
skills and answer English and French. the specific things and people that impacted French Cuisine.
questions related to Their answers will
specific aspects of show how well they This lesson will have students use their research skills and practice critical thinking
French Cuisine. understood the skills for a couple questions that ask for their opinions. Students will practice writing
Students will write in questions and if they in French for a couple of the questions as well.
complete sentences, use understood the sources
critical thinking skills they took the Summative Assessment:
to answer a couple of information from. Students will put together all the information they have gathered thus far about
the questions, and read French cuisine and will create an online poster on Piktochart. They will provide facts
and write in the target about French eating habits compared to American eating habits and facts about
language. French cuisine. They must include photos of dishes that are unique to certain regions
of France.
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence: Lesson Activities: Students will create graphic organizers in the shape of a pyramid
Objective: The information they using PowerPoint. In their “Pyramid Organizers” they will organize information
Students will research obtain must be about French society before the French Revolution. They must include relevant
and learn about French historically accurate, photos that depict what their sentences talk about, have proper sentence structure,
society before the their sentences must and correct spelling. All of their writing must be in French. Students will work in
French Revolution. have proper structure groups of up to 3 to create the pyramid organizers.
They will learn about and correct spelling.
how the social classes Their sentences and Peer Feedback: Students will already be in groups to create their organizers, so for
were organized and facts about the social the Peer Feedback, I will ask them to pair up with another group. The two groups
what it meant for classes must be will discuss the information they found for their graphic organizers, check each
people to be in those organized from higher other’s writing, and compare to see if one group found anything different. This will
social classes. Students to lower classes. give students a chance to get as comfortable as possible with speaking and listening
will write complete to French in front of their peers.
sentences in the target
language (French) and Summative Assessment: Students will work in groups of 3-4 and will create short
use correct spelling and skits to present to the class. They must speak and perform in French. The skit must
grammar. Students involve aspects of everything they have learned up to this point. They must pretend
collaborate together they are in a restaurant/social setting where food is involved, and must base their
and discuss the characters on people from the social classes in France (before the French Rev.) they
information they found, learned about. The skits must be 5-7min, everyone in the group must get a chance to
share their writing, and speak, and students will have the opportunity to be creative. They can dress up, bring
practice speaking and props, create a backdrop, etc. They will work on creating their scripts in class, I will
listening in French. help them edit them, and they can practice the actual skit in class or on their own, but
they must come to class ready to present the day of presentations.
Unit Resources:
www.prezi.com

www.surveymonkey.com

Webercise Sources
https://www.thespruceeats.com/history-of-french-food-1375346

https://theculturetrip.com/europe/france/articles/ma-tres-de-la-gastronomie-top-ten-french-chefs/

https://www.youtube.com/watch?v=6bcI3c7ddMs

www.fluentu.com/blog/french/french-food-vocabulary-regional-cuisines/

https://www.skyscanner.fr/actualites/idees/les-repas-de-noel-a-travers-la-france

https://www.streetdirectory.com/food_editorials/cuisines/european_cuisine/french_food_and_its_regional_influences.html

https://www.thedailybeast.com/how-america-killed-french-cuisine

Useful Websites:
www.wordreference.com – Translation dictionary

www.youtube.fr – French YouTube

www.google.fr – Easier access to French sources

www.piktochart.com – Create a poster online!

http://www.discoveryeducation.com/free-puzzlemaker/?CFID=944f57eb-7f8f-4910-8776-4c9ce9cd4d5e&CFTOKEN=0 – Create puzzles

here