Course: 6th grade FRENCH/ D’accord 1/ Unit: 6

Title: La nourriture et les boissons

Unit Description:
This is unit 6 of 6 for the year. This is a 5- week unit. Students will learn about how to order foods from a menu by asking various
questions in interactions around towns and in restaurants.

Essential Questions:
How do people order food in a café and discuss eating habits?
What role does a café play in the francophone world?
What are the favorite foods eaten by teens from France?

Proficiency Target-
Interpersonal
I can communicate on very
familiar topics using single
words and basic phrases that
I have practiced and
memorized.
I Can Statements
I can have a simple
conversation on several
familiar topics.
I can talk with someone
about my preferred
activities, places,
I can talk with someone
about the likes and dislikes
of some activities.
Proficiency Target-Speaking
I can present little information
about my city and some other
very familiar topics using single
words and memorized phrases.
I Can Statements
I can ask and answer questions
on information that is familiar to
me.
I can ask, and answer questions
related to subjects such as
greetings, farewells, classroom
objects, class commands and
nationalities, and places.
Proficiency Target-Listening
I can recognize and
memorized words and phrases
when I hear them spoken.
I Can Statements
I can understand questions
and simple statements on
specific topics when I am part
of the conversation.
I can understand questions
about my daily activities.
I can understand questions
about my likes and dislikes
regarding the places I like to
go to.
Proficiency Target-Reading
I can recognize a few letters or
characters. I can identify a few
memorized words when I
read.
I Can Statements
I can use single words and
memorized phrases that may
be relevant to the task.
Proficiency Target-Writing
I can use and copy some
familiar words, characters, and
phrases.
I Can Statements
I can use only limited
repetitive, highly practiced /
essential vocabulary to
respond to the task.

I can talk with someone

about what I want or do not
want.
Assessments:
Diagnostic: Formative: Summative:
Classroom Examples: Classroom Examples: Students will be assessed on both Interpersonal and
1. Initial writing prompts 1. Student self-assessments Presentational skills in their final unit assessment.
2. KWL charts or KUD 2. Written Responses Classroom Examples:
3. Running Records 3. Exit Tickets 1. Performance tasks such as
4. Informal Reading Assessments 4. Questioning  Write a short email in French to a
5. Pre-tests 5. Conferencing friend, in the email s/he will
6. Surveys 6. Observations a) Use an appropriate greeting,
7. Journals 7. Rubrics b) Provide an introduction
c) Tell what food s/he likes or
dislikes
2. End of unit tests
3. Culminating projects
4. Portfolios
5. Final exams
Standards to address in Unit:
Communication – Interpersonal Mode (IP)
ML1.PS1.IP1: Students will be able to express, in spoken and written language - basic greetings, farewells, courtesies, likes, dislikes, emotions and
agreements/disagreements.
A. Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms.
ML1.PS1. IP2: Students will be able to use formal and informal forms of address as well as initiate and participate in brief oral and written exchange.
B. Use formal and informal forms of address.

Communication – Interpretive Mode (INT)

ML1.PS3 .INT1: Students will be able to identify some main ideas and details when reading and listening as well as show comprehension of simple instructions.

Communication - Presentational Mode (P)

MLI.PS4.P1: Students will be able to give basic information about self and others.
C. Demonstrate Novice-Mid proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.

Cultural Perspectives, Practices, and Products (CU)

MLI.PS5.CU1: Students will be able to describe customs and traditions of the cultures such as greetings, celebrations and courtesies.
A. Demonstrate knowledge of contributions of target culture(s) to civilization.
C. Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.

Connections, Comparisons and Communities (CCC)

MLI.PS6.CCC1: Students will be able to identify geographical locations such as countries, cities and features.
MLI.PS7.CCC2: Students compare and identify patterns and behavior of target culture as well as their own.
 A. Compare patterns of behavior and interaction in the students’ own culture with those of the target language.

MLI.PS8.CCC3: Students compare basic elements of the target language to their own, recognizing differences in sound, writing, cognates and intonation.

Know: Understand: Do:

Students will know:  That French and English words have  Name places around town where one goes
 The essential vocabulary for foods patterns. to eat
 The present tense of verbs ending in -ER-  How to use avoir to express thirst and  Compare eating habits with the eating
 prendre, boire, and aller hunger American and Francophone eating habits
 Key vocabulary for foods and beverages in a  Differences in the foods eaten by the two  Use aller, prendre, and boire in the present
café cultures tense
 Vocabulary for ordering foods and asking  The sound system in French-specifically nasal  Talk with friends using common vocabulary
how much things cost and oral vowels words.
 Names of accent marks
 Terms for likes and dislike
 Numbers 1-69

Major Concepts: (Consider all 4/5 Cs)

Concept 1
Communication
Students will engage in
conversation in the target
language during class and
interpret spoken and written
language, and present
information on a variety of
topics.
Concept 2 Concept 3
Culture Connections
Students will learn about target
culture products, practices and Students will connect aspects
perspectives. of their target language
learning with information
acquired in other subject areas
such as math, science, social
studies, English and the arts.
Numbers & time.
Concept 4
Comparisons
Students will demonstrate an
understanding of the nature of
language and culture, making
comparisons between those of
the target language and their
own. Commands
Concept 5
Communities
Students will engage in the
target language outside of the
school environment and show
evidence of building a life-long
skill for their own personal
enjoyment and enrichment.

Essential Vocabulary: Essential Vocabulary : Essential Vocabulary: Essential Vocabulary : Essential Vocabulary :
Je veux aller au café Un croque-monsieur Ça fait combien ? Vous désirez ? À table
J’ai faim De l’eau minérale Ça fait …… euros Le petit déjeuner Une table
J’ai soif Un hot dog Un, deux, trois, quatre, cinq Le déjeuner Une fourchette
Je n’ai pas faim Une crêpe Six, sept, huit, neuf, dix Le diner Un couteau
Je n’ai pas soif Une salade Onze, douze, treize, quatorze, L’eau minérale Une cuillère
Donnez-moi … Du gâteau quinze Le jus d’orange Une serviette
L’addition, s’il vous plaît Un chocolat La pizza Un verre
Une crèmerie
Une boulangerie
Une pâtisserie
Un bistrot
Une église
Un cinéma
Une boîte de nuit
Un restaurant
Un centre commercial
Une piscine
Un gymnase
Un musée
Un marché
Une terrasse de café
Un/le quartier
Essential Structure:
Present tense of avoir.
Cahier de l’élève p. 49 # 1.
Cahier de l’élève p. 51 # 1, 2,
3, and 4. Audio activities
from VHLcentral.com
Nouns and articles:
Teach students about the
importance of definite and
indefinite articles in French.
Help students put the correct
definite article before each
drink and food, and then
categorize them into 2
groups: masculine and
feminine nouns.
Cahier de l’élève p. 9 # 1
Masculin ou féminin (key
vocabulary will be on
nourriture et boissons).
COMPARAISONS CULTURELLES :
Un/le jus d’orange
Une/la glace
Un/le jus de pomme
Un/le hamburger
Un/le croissant
Une/la pizza
Un/le sandwich
Un/le steak-frites
Un/le coca (un soda)
Une/la limonade
Un/le jus de pomme
Un café
Une/la baguette
Les produits
Essential Structure:
Importance of the definite
articles le, la, les:
Cahier de l’élève p. 9 # 2 Use
the key vocabulary words for
nourriture et boissons.
Students will write the correct
definite or indefinite article
before each noun.
Au café
https://m3a.vhlcentral.com/sec
tions/0/activities/33646?popup
=1
Cahier de l’élève p. 97 # 2.
Seize, dix-sept, dix-huit, dix- Un steak frites Une assiette
neuf
Vingt
Vingt-et-un
Vingt-deux
Trente
Quarante
Cinquante
Soixante
Essential Structure: Essential Structure: Essential Structure:
La nourriture et les boissons The verb aller Grammar Presentation / The
Pour ____________, on va Cahier de l’élève p.93 # 1. verbs prendre et boire
__________ https://m3a.vhlcentral.com/se
Cahier de l’élève p.91 # 1. ctions/0/activities/30918?pop
Ex : Pour le pain, on va à la up=1
boulangerie. Qu’est-ce que vous prenez ?
https://m3a.vhlcentral.com/se Cahier de l’élève p. 105 # 1.
ctions/0/activities/33687?pop
Cahier de l’élève p. 92 # 5. up=1
https://m3a.vhlcentral.com/se
https://m3a.vhlcentral.com/se Cahier de l’élève p. 106 # 3. ctions/0/activities/33645?pop
ctions/0/activities/30902?pop up=1
up=1 Cahier de l’élève p. 107 # 2.
Cahier de l’élève p.105 # 2.
Cahier de l’élève p.107 # 2.
 Est-ce que dans votre
quartier il y a des boutiques
spécialisées comme en
France?
Qu'est-ce qu'on achète dans
ces boutiques? Et vous?
Selon vous (In your opinion),
quels sont les avantages et
les inconvénients respectifs
du supermarché et des
boutiques spécialisées (par
exemple, prix, qualité du
service, rapidité des courses,
etc.)?

Grammar Comparison/ The

verb aller
https://m3a.vhlcentral.com/
sections/0/activities/30900?
popup=1
Text/Digital Resources Text/Digital Resources Text/Digital Resources Text/Digital Resources Text/Digital Resources
Cahier de l’élève p. 85 # 2. Cahier de l’élève p. 97 # 1. Cahier de l’élève p. 91 # 3. Cahier de l’élève page 101 # 1. Cahier de l’élève page 105 # 2.
Cahier de l’élève page 107 # 1,
Cahier de l’élève page 105 # 1. 2, et 3.

Artifact & Evidence: Artifact & Evidence: Artifact & Evidence: Artifact & Evidence: Artifact & Evidence:
Cahier de l’élève page 85 # 2. Cahier de l’élève page 97 # 1. Cahier de l’élève page 91 # 3. Cahier de l’élève page 101 # 1. Cahier de l’élève page 107 # 2,
et 3.
Cahier de l’élève p. 9 # 2
Masculin ou féminin Cahier de l’élève p. 104 # 5. Cahier de l’élève page 105 # 1.
(Nourriture et boissons).
Cahier de l’élève p. 91 # 1.

6th grade access is generally

for teachers only. However,
these activities can be
copied and pasted into
Microsoft word, then
uploaded into a digital
format.