East Bay Foreign Language ProjectBerkeley Language Center

University of California, Berkeley

NVUSD Planning Standards-Based UnitsCalifornia World Language Content Standards

Review Notes in grey boxes: Indicate language, school, and your initials (e.g. Sp, N, MV).Unit : Food and ShoppingGroup Members: Rogelio Ochoa, Ramona Rollins, Sandrine Schocher, Jessica DiGregorio, Liz ChaconStep 1: A.1.1 Content: Identify the theme and supporting topics using stage-appropriate.Theme: Food and Shopping      Supporting Topics: Stores & Markets, Family, Currency, Cooking, Restaurants, Cafes, Menus      

Step 2: B. Communication : Determine the real-world communication in which students should be able to engage.

B 1.1– Interpersonal In a conversation or written exchange, students will: list items they want to order in a café or shop      

B. 1.2/1.5 – Interpretive From a written or oral authentic text, students will: select/identify items on a menu      

B 1.3/1.6 – Presentational In a culturally authentic oral and written presentation, students will: present an authentic menu and place an order with a waiter      

Step 3: C. Cultures: Determine the behavior, products, practices, and perspectives that students will need to learn or learn about in order to communicate successfully within the target culture.

C 1.0 Cultural behavior: Students will: will use appropriate phrases to address the waiter      

C 1.1 products, practices, perspectivesProducts:Students will learn: what food items are sold at cafes      Practices:Students will learn (about): about café meeting habits such as purpose and frequency      Perspectives:Students will learn: about café etiquette such ordering, gratuity, refills, seating practices      

C 1.2 Comparisons of target culture and own culture.Students will: list the foods that are the same on an American café menu as on the target culture menu      

C 1.3 Cultural Borrowings:Students will: identify foods that are common in their culture that are borrowed or adapted from the target culture      

Step 4: D. Structures D 1.0, 1.1 Determine the language-specific patterns, structures and concepts that students will need to learn in order to comprehend and produce accurate communication.

1. What language specific structures and patterns do students need to understand and produce

Date: October 12, 2011Napa Valley Unified School DistrictTopic: Planning Standards-based Units

East Bay Foreign Language ProjectBerkeley Language Center

University of California, Berkeley

(orthography and phonology) to accomplish the communication task?Students will recognize and select the following patterns and structures:      

2. What specific content-related words or groups of words do students need to understand and produce (orthography and phonology) to accomplish the communication task? Students will understand and produce the following words and phrases: o want/would like; adjective agreement, formal vs. informal language, near future, command forms (French only)      

3. What concepts do students need to understand to accomplish the communication task? Students will know that: wishes are expressed by commands, future tense and conditional forms; near future is expressed by use of a conjugated verb and infinitive      

D. 1.2 Determine the similarities and differences in the orthography and phonology that students need to identify for the languages they know. Students will identify the similarities and differences: of cognates for food in a café      

Step 5: E. Settings: Determine the real-world, target culture situation or context (setting) in which student will complete the communication task.

E. 1.0 Where is the content and communication task taking place that is representative of the settings they will experience in the target culture?

Students will: use the language in a café setting in the target culture      

E. 1.1 Students will recognize cultural or language-use opportunities outside the classroom.Students will: locate examples of target language words in advertisements, songs, movies, books, magazines, websites, businesses and festivals      

Step 6: Standards-based Performance Assessment: You are an exchange student in __________. You

have invited a fellow exchange student from another region to go with you to a traditional café in your

new town. Research in advance at least 3 nearby cafes that might interest your friend. On the big day,

you are both hungry and thirsty, so you look through the menu to decide what you want to eat and

drink. Your friend is not familiar with the local dishes so you explain some of the foods. From the menu

provided, place your order with the waiter using appropriate, polite language. Make sure you check the

bill before you go and pay gratuity if appropriate. After you get home, update your status on Facebook

in the target language and review the café experience.      

Date: October 12, 2011Napa Valley Unified School DistrictTopic: Planning Standards-based Units