Integrated Performance Assessment French 1: Food and culture

Submitted by Ann.... Last edit on 10/18/2022 - 18:49.
Unit Profile
Student Level 
High (9-12)
Target Language 
French
Teaching Context 
Traditional
Target Proficiency Level 
Novice
Unit Themes 
Food
Performance Descriptors 
  • Basic factual conversation in highly familiar contexts
  • Answer simple, direct questions
  • Introduce oneself and exchange greetings
  • List, enumerate, identify
  • Use short, memorized phrases
  • Use formulaic expressions
  • Understand basic notices
  • Complete basic forms
Essential Question 
How does your cultural background influence your eating habits?
Unit Objectives and Standards
Objective 1 (Interpretive) 
Students will be able to read and understand sample menus from restaurants in the francophone world. They will be able to understand audios/video clips of French speakers talking about their eating habits
Objective 2 (Interpersonal) 
Students will be able to share orally with their conversation partners the foods they like to typically eat at breakfast, lunch and dinner. They will exchange information on line about foods they like and dislike.
Objective 3 (Presentational) 
Students will be able to present a role play in which they create a restaurant scene that would take place in a francophone country.
World-Readiness Standards
Communication 
1.1 Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
1.2 Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.3 Presentational: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
Cultures 
2.1 Practices: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
2.2 Products: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
Connections 
3.1 Other disciplines: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
3.2 Diverse perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
Comparisons 
4.1 Languages: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
4.2 Cultures: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
Communities 
5.1 School and beyond: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
5.2 Lifelong learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
California Standards
Novice Range
Communication 
1.0 Students use formulaic language (learned words, signs [ASL], and phrases).
1.1 Engage in oral, written, or signed (ASL) conversations.
1.2 Interpret written, spoken, or signed (ASL) language.
1.3 Present to an audience of listeners, readers, or ASL viewers.
1.4 List, name, identify, and enumerate.
1.5 Identify learned words, signs (ASL), and phrases in authentic texts.
1.6 Reproduce and present a written, oral, or signed (ASL) product in a culturally authentic way.
Cultures 
1.0 Students use appropriate responses to rehearsed cultural situations.
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.
Structures 
1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context.
1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context.
1.2 Identify similarities and differences in the orthography, phonology, or ASL parameters of the languages the students know.
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.
Common Core Standards
Reading: Key Ideas and Details 
R1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Reading: Craft and Structure 
R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Reading: Integration of Knowledge and Ideas 
R7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Writing: Production and Distribution 
W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Writing: Research and Present Knowledge 
W7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Speaking and Listening: Comprehension and Collaboration 
SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Speaking and Listening: Presentation of Knowledge and Ideas 
SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Language: Conventions of Standard Target language 
L1. Demonstrate command of the conventions of standard target language grammar and usage when writing or speaking.
L2. Demonstrate command of the conventions of standard target language capitalization, punctuation, and spelling when writing.
Language: Knowledge of Language 
L3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Language: Vocabulary Acquisition and Use 
L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L6. Acquire and use accurately a range of general academic and domain specific words and phrases for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge.
Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

1. Students will read and interpret information from menus found on the internet from a variety of francophone countries. Their comprehension will be assessed through the answers compiled on a graphic created by the teacher. Sample menus: https://www.hippopotamus.fr/lacarte
https://www.pinterest.ca/yardieliz/menus-français/

2. Students will analyze videoclips of French speaking people ordering food in a restaurant. They will respond to multiple choice and/or true-false questions to assess their comprehension.
https://www.youtube.com/watch?v=u7dj4UWlwIU

Performance Task 2 - Presentational 

Students will will work in a group to produce a menu reflecting their knowledge of the food in a francophone country. They will present a role play depicting a restaurant scene using they menu they have created.

Performance Task 3 - Interpersonal 

Students will participate in a partner activity in which they discuss what they eat for breakfast, lunch and dinner using vocabulary and structures from the unit. They will also participate in an on line discussion about their favorite foods.

Final Project Instructions 

In this unit you have been studying the eating habits of people in the francophone world. Your final project consists of 2 parts. Here is what you need to do:
1. In your group of 4 you will first do some research on typical menus from France, Belgium, Switzerland, Québec, Martinique, Sénégal and Morocco. Each group will be assigned a different country.
2. Create your group's menu for a restaurant based on your research about the country's food. Think of a name for your restaurant, listing food items and prices in the currency of the country. Use the template recommended by the teacher to easily project this menu via power point, prezi or keynote.
3. In your group, prepare a role play with you will present to the class using no notes in which you come to this restaurant to order dinner. One of your group should be the waiter who takes your orders. The other 3 in the group should have conversations at the table related to what foods they like and want to order, referencing the menu projected on the screen.
4. You will have one class period to work on this project with your group. The menu and the role play will be graded using the rubrics below.

Functions, Structures, Vocabulary and Culture
Functions 

Students list, name, identify, enumerate.
Students identify learned words and phrases in authentic texts.
Students reproduce and present a written and/or oral product in a culturally authentic way.

Structures 

Verbs: -ir group, irregular: vouloir, prendre, boire
partitive construction: du, de la, de l', des,

Vocabulary 

Foods from francophone world, setting the table.
Idiomatic expressions used in restaurants, such as: Vous désirez? Qu'est-ce que vous me conseillez? Je voudrais prendre... Qu'est-ce que vous avez comme boisson? etc.

Rubrics
Task 1 - Interpretive
Exceeds Expectation - [4] points
Meets Expectation - [3] points
Progressing - [2] points
Does Not Meet Expectation - [1] point
Students will be able to read and understand sample menus from restaurants in the francophone world. They will be able to understand audios/video clips of French speakers talking about their eating habits

A/4: Identifies all key words, main ideas, and supporting details of a text.

B/3: Identifies the majority of key words, main ideas, and supporting details of a text but misses some elements.

C/2: Identifies half the key words, some main ideas and only a few supporting details of a text.

D/1: Identifies only a few key words, a few ideas, and no supporting details of a text.

Task 2 - Presentational
Students will be able to present a role play in which they create a restaurant scene that would take place in a francophone country.

See rubric below.

 
 
 
Task 3 - Interpersonal
Students will be able to share orally with their conversation partners the foods they like to typically eat at breakfast, lunch and dinner. They will exchange information on line about foods they like and dislike.

A/4: Creates with language using simple sentences by combining and recombining known elements. Asks a few appropriate questions Can handle a number of uncomplicated communicative tasks.

B/3: Uses mostly memorized language with some attempts to create sentences Asks a few formulaic questions. Handles a limited number of uncomplicated communicative tasks.

C/2: Uses memorized language only. Uses words, phrases and chances of language. Responds to limited questions but cannot ask questions.

D/1: Has no real functional ability Uses isolated words and is unable to participate in a true conversational exchange.

Rubric Attachments 
PDF icon Novice presentational speaking rubric.pdf
Other/Additional Rubrics 

Oral presentation rubric
Content
A/4: Logical and effective presentation Well organized
B/3: Generally effective presentation with a few minor problems. Rather well organized.
C/2: Somewhat illogical presentation. Confusing in places and not very well organized.
D/1: Ineffective presentation Very confusing and disorganized.

Vocabulary
A/4: Rich use of vocabulary for this level.
B/3: Adequate and accurate use of vocabulary for this level.
C/2: Somewhat inadequate and inaccurate use of vocabulary.
D/1: Inadequate and/or inaccurate use of vocabulary.

Language control
A/4: Control of basic language structures for this level. Creates with language using simple sentences.
B/3: Emerging control of basic language structures. Uses simple sentences and memorized phrases.
C/2: Emerging use of basic language structures for this level. Uses words, phrases, chances of language.
D/1: Inadequate or inaccurate use of language structures. No ability to use sentences. Uses isolated words.

Pronunciation
A/4: Enhances communication
B/3: Does not interfere with communication
C/2: Occasionally interferes with communication.
D/1: Frequently interferes with communication .

Fluency
A/4: Speech continuous with few pauses or stumbling.
B/3: Some hesitation but manages to continue and complete thoughts.
C/2: Frequently interferes with communication
D/1: Speech halting and uneven with long pauses and incomplete thoughts.

Menu rubric
Content
A/4: Superior completion of the task; content appropriate; ideas well-developed and well organized
B/3: Completion of the task; content appropriate; ideas adequately well-developed.
C/2: Partial completion of the task; content mostly appropriate; ideas undeveloped
D/1: Minimal completion of the task and/or content frequently inappropriate.
Vocabulary
A/4: Rich use of vocabulary; text readily comprehensible requiring no interpretation by reader.
B/3: Adequate and accurate use of vocabulary; text comprehensible requiring minimal interpretation by reader.
C/2: Somewhat inadequate and/or inaccurate use of vocabulary; text mostly comprehensible requiring interpretation by reader.
D/1: Inadequate and/or inaccurate use of vocabulary; text barely comprehensible.
Language Control
A/4: Control of basic language structures.
B/3: Emerging control of basic language structures for this level. C/2: Emerging use of basic language structures for this level. D/1: Inadequate and/or inaccurate use of language structures
Mechanics
A/4: Few or no errors in spelling, use of diacritical marks, punctuation and/or capitalization.
B/3: Mostly accurate spelling, use of diacritical marks, punctuation and/or capitalization.
C/2: Somewhat inaccurate spelling, use of diacritical marks, punctuation and/or capitalization.
D/1: Inaccurate spelling, use of diacritical marks, punctuation and/or capitalization.