Unit Template

*Based on the Keys to Planning

Language and Level/Grade: Approximate Length: 4 weeks ( 10

class blocks)
Approximate number of 200-300
minutes weekly:
Number of lessons in 10
the unit:
Theme/Topic:
Une Vie Saine – a healthy life
Enduring Understanding(s): -Exercising & healthy eating are essential to living a
healthy life
-Health care in France has both similarities and
differences to health care in the United States

Essential Question(s): -How do we live a healthy life?

-Does healthy living look different around the world
-What are the disadvantages that people face around
the world with health care?

Unit Goals: Language and SWBAT

Content -Use vocabulary about health, parts of the body, daily
routine & illness
-Use reflexive verbs in the present and past tenses to
talk about health & accidents
-Use the pronouns y & en to talk about health and to
speak and write more fluidly (with less repetition)
-Compare healthcare in the U.S. & in France
-Give advice
-Write a letter sequencing events in the past

Summative Performance Interpretive Mode: SW read an article from the

Assessments: panorama section of the textbook, written by an actual
French doctor, listing ten tips to stay healthy. They will
pick 3 or 4 that they think are the most important and
explain why.

Interpersonal Mode:
Students will discuss their lists with a partner, they will
ask each other what they thought was important and
why and then narrow the lists down to 2 to 3 tips to
present.
 Presentational Mode:
SW prepare a short presentation (1-2 minutes) explaining
their top 2 or 3 tips for healthy living, explain why they
think those are the most important tips and give
examples of how they can be implemented into daily
life. Students will have a variety of choices such as voice
thread, google slides or prezi for their presentation.

Standards/Benchmarks to be addressed:
ACTFL World-Readiness Standards
Culture: Product: Pharmacy
Practices: Going to a pharmacy with a prescription or going to the
pharmacist to ask advice
Perspectives: Taking care of ourselves when we’re sick

Product: La Securité Social

Practices: Social Security not only pays out in retirement in France
but also has family & illness branches. It reimburses a large
percent of medical expenses.
Perspectives: Different ways of paying for medical care &
services.
Connections: Making Connections: Acquiring Information and
Diverse Perspectives:
Ex: Health & P.E. – taking
care of ourselves & staying
healthy
Comparisons: Language Comparisons: Cultural Comparisons:
Students will make language Students will make cultural
comparisons by looking at comparisons by comparing:
various idiomatic - social security in France
expressions talking about vs. health insurance in the
U.S.
health.
- Pharmacies in France vs.
Avoir mal au Coeur – to be the U.S.
nauseous, students often
think this is a strange one
because it sounds more like
heartburn to them than
nausea
Avoir un chat dans la gorge –
avoir du mal à parler (to have
a hardtime speaking), similar
to a frog in your throat
Communities: School and Global
Communities:
-Interviewing classmates
about daily routines
-Writing a letter to a teacher
Lifelong Learning:
-Discuss how we lead active lives
by talking about our weekly
activities and the types of food we
typically eat

Common Core:

Other State Language Standards or Benchmarks:

Toolbox
Language Functions: Related Structures/Patterns Vocabulary Expansion
- Identify parts of the body -reflexive verbs Tier 1: Body parts
- Discuss daily routine -passé composé & imparfait Reflexive verbs
- Talk about hygiene -I feel…
- Exchange information about -My ___hurts Tier 2: Medications
medical services -In the morning I… Illnesses
- Describe one’s health -Yesterday I was…& this
- Talk about illnesses and happened
medical conditions
- Talk about illnesses and
injuries that happened to
oneself in the past
- Write a letter with a
sequence of events
Key Learning Activities/Formative Assessments
Key Learning Activity/Formative How does this activity Mode of Communication:
Assessment support the unit
objectives (language
and content)?
Read about health in France and -Identify practices that Interpretive
practices concerning going to the are similar and different
doctor & the pharmacy. Answer fill to those in the U.S.
in the blank questions to check
understanding of reading.
Discuss daily routines with -Discusses daily Interpersonal
classmates, sw be given a list of routine & hygiene
different activities with reflexive
verbs (ie-wakes up before 6 am,
always washes hands before
eating) and will have to find a
different classmate who does each
action by walking around the room
and speaking with different
people.
From a bank of 10 images -Discuss illnesses Presentational
students will pick one person to -Use reflexive verbs in
describe, they will invent a the passé composé
background for the person,
describe their profession and
explain a health problem that
happened to the person that is
somehow connected to their
profession (ex – chef, always has
sore eyes from chopping an onion)

Students will write short dialogues -discuss illnesses Presentational

of a conversation between people -use reflexive verbes
in a doctor’s waiting room about -talk about medical
why they are there and then care
present them to the class.

Student will answer a series of CMC via D’accord 2 Interpersonal

questions about what they do and online supersite
do not do using reflexive verbs, activities
asking what bores them, why they
get angry, etc. they will hear each
question and then record their
answer. At the end they will be
able to listen to their answers and
submit or rerecord them

Watch a short advertisement for Video clip Interpretive

makeup removing wipes and
answer comprehension questions.

Students will be given six different CMC via D’Accord 2 Presentational

verbs pertaining to daily routines & online activities
they will record themselves using
those verbs to explain their daily
routine.

Listen to a conversation between Audio clip Interpretive / Interpersonal

two people where one person is
not feeling well. Answer T/F
questions and then give advice
based off of the conversation to
share with their desk group.

Students will write a letter to a Interpersonal

teacher explaining a health
problem they had the day of their
last test. They will write the letter
using the passé compose &
imparfait and transitions. (To begin
the assignment students will
answer several questions about
what happened, then, using those
answers, they will create an
outline and then they will write
their letter.)
Students will read Lulu’s blog Padlet Interpretive/Presentational
about being “douillette” (overly
sensitive to pain) and each come
up with one example of a time
where they either were douillette
or were not and will post their
examples on a padlet for the
class.
Resources Technology Integration

! Article sur la vie saine -

http://www.psychologies.com/Bien-
etre/Sante/David-Servan-Schreiber/Articles-
et-Dossiers/20-conseils-pour-une-vie-plus-
saine
! Pages 120-121 D’accord 2 – Non à la
fatigue!
! Panorama – La Suisse
! Pages 110-111 – la sécurité sociale et
l’hôtel des invalids
! Pages 96-97 les français et la santé
! D’accord 2 Unité 2 vocab
! Blog de lulu
http://blog.astrapi.com/corps/mes-parents-
disent-que-je-suis-douillette-2/
! VHLcentral D’accord 2.2A “curieux”
! VHL D’Accord 2 pages 90-124
! Google Slides
! VHL supersite – CMC resources