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Students build skills to identify cuisines by region, plan and order meals in real contexts, set tables using cultural practices, shop and interact with vendors, ask prices and quantities, and apply partitive articles, quantifiers, and key grammar for buying and dining. Evidence of learning includes oral presentations, field trips, and comprehension/writing assessment.",{"@graph":69,"@context":115},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/foodandmeals/421194/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/foodandmeals/421194.png","ImageObject",300,407,{"name":92,"@type":93},"Jiven","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109],{"name":110,"@type":111,"acceptedAnswer":112},"How is learning assessed at the end of the unit?","Question",{"text":113,"@type":114},"Assessment includes an oral presentation skit, scheduled field trips for authentic practice, and a reading comprehension/writing test covering vocabulary and grammatical concepts used in sentences.","Answer","https://schema.org",{"og:url":83,"og:type":117,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":119,"canonical":83},"index,follow",{"doc_id":121,"site_id":62},421194,1791122548,{"code":4,"msg":5,"data":124},{"doc_id":121,"user_id":125,"nickname":92,"user_avatar":126,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":127,"file_id":128,"file_url":129,"file_type":130,"file_size":131,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":105,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},1099513958607,"https://ap-avatar.wpscdn.com/avatar/100002390cf8733938c?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778829742770036399","2. What are the enduring understandings that this unit is built upon?  \n• A culture expresses itself in terms of food and cuisine  \n• Food production and availability varies according geography, environment, economy, religion, and culture  \n• Food consumption differs among social, ethnic, and cultural groups  \n3. What essential or unit questions will prompt curiosity and focus?  \n• How does food relate to culture?  \n• How does a culture express itself in terms of food?  \n• In what ways does food consumption reflect economic/financial conditions?  \n• To what extent does food availability depend on geography and environment?  \n• To what extent does national cuisine relate and taste relate to geography and environment?  \n4. In the context of this unit, what specific knowledge or skills do you want the students to acquire?  \nStudents will be able to:  \n• identify food products/cuisines from various geographical regions and relate these to culture, environment, economy, and religion  \n• plan a meal, talk about where to eat  \n• set the table according to cultural practices  \n• order in a café  \n• talk about favorite foods  \n• discuss preferences and express what they want  \n• shop for food at a market  \n• interact with vendors and asking for prices  \n• ask for specific quantities  \n• talk about what one should buy  \n• discuss what one can get  \n• prepare a shopping list  \n• ask for the price of an item  \n• express your likes, dislikes and preferences?  \n• understand the use partitive articles  \n• comment on the price /quality of goods  \n• make a restaurant or hotel reservation  \n• read brief / longer dialogues, conversations or passages related to shopping and eating out.  \n• write a short paragraph describing a recent meal they had at a restaurant or food they purchased at a local market  \nAPPLICABLE VOCABULARY AND GRAMMAR:  \n• Conjugation of the verbs boire, manger, préférer, vouloir, acheter, payer, devoir, pouvoir in the present tense, imperative, and passé composé  \n• Silverware, meals, mealtime foods and beverages  \n• Fruits and vegetables  \n• Expressions of quantity  \n• Partitive articles  \n• Expressions of quantity with “de”  \n• The adjective tout  \n• The expression il faut  \nEvidence of Learning:  \nHow will we know if students have achieved the desired result and can meet the standard(s) and benchmark(s)?  \n1. Provide a detailed description of the culminating task (summative assessment):  \nSUMMATIVE ASSESSMENT – AT THE END OF THE UNIT:  \n• ORAL PRESENTATION: In groups of 2-3 students, students will prepare a skit to present a scene that takes place either at a French (francophone) restaurant or market. Make or bring menus and items that will help to make the scene realistic.  \n• FIELD TRIP: Organize the following field trips for students:  \n1. Lunch at a local French restaurant where they will have the opportunity to practice the vocabulary studied in class in real-life situations. They will order their meals and engage in authentic social interactions in French.  \n2. Students create the menu of a local or foreign dish (in the form of a pamphlet) . As a class, they then go grocery shopping at a local market where they make individual food baskets required to prepare their selected dishes. These food baskets and menus will be donated to our community service partners (orphanage or local school) . At the end, students prepare a presentation to describe their experience.  \n• READING COMPREHENSION / WRITING TEST covering the essential parts of this unit. Students need to demonstrate the proper use and understanding of the vocabulary and grammatical concepts in sentences: partitive articles, adjective tout, conjugation of verbs such as boire, acheter, payer, and vouloir in the present tense and passé composé, expressions of quantity and il faut, food, beverages, meals, and cutleries.  \nPage 5  \n\n| 2. Provide the scoring guide/rubric for the culminating task (summative assessment). |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| ","cbCaipUCFdjxdr03","https://ap.wps.com/l/cbCaipUCFdjxdr03","pdf",241850,"English","# Enduring Understandings\n# Essential/Unit Questions\n# Target Knowledge and Skills\n# Applicable Vocabulary and Grammar\n# Evidence of Learning","[{\"question\":\"How is learning assessed at the end of the unit?\",\"answer\":\"Assessment includes an oral presentation skit, scheduled field trips for authentic practice, and a reading comprehension/writing test covering vocabulary and grammatical concepts used in sentences. \"}]","FoodandMeals | PDF",1790624233,28]