French Curriculum Guide

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1 USEMINOLE COUNTY PUBLIC SCHOOLS ESOL and World Languages Department Coordinator: Minnie Cardona ESOL / World Languages Department French Curriculum Guide Curriculum Committee Kay Bresemann Sandra Bierkan Viviana Kypraios Pamela Lynch Anne White

2 SCPS French Curriculum, Levels Yearly Plan by 4 Nine Week Learning Periods INTRODUCTION: How to Teach For Meaning and for Students Understanding, to Promote Learning Traditionally, curriculum designs have given priority to content and to lesson plans centered on teachers activities. This has resulted in fragmented student learning, one that lets the student see the trees but not the forest. Research shows that the best curriculum designs are planned "backward": they proceed from the big picture ideas and student learning goals, and leave the gritty detail of teaching resources and activities for the last stage of the process. To this effect, the SCPS district has recognized the value of a new curriculum framework called Understanding by Design: The Logic of Backward Design, by Jay McTighe and Associates. In drafting this document, the Curriculum Writing Team worked to incorporate this innovative framework - Understanding by Design (UBD) - into the planning of each chapter of the adopted textbook series, by Glencoe. For a better understanding of the UBD framework and of our curriculum, we have summarized below the three core stages of UBD framework. Always keep these in mind as you teach. STAGE 1- Identify students Desired Outcomes: What understanding is desired? (Students will understand that ); What essential questions will be considered, when addressing the content of each chapter? What key knowledge and skills will students acquire as a result of this unit? (Students will be able to ; will know that.). STAGE 2- Determine acceptable evidence: What evidence will show that students understand? (Performance tasks); What other evidence (tests/quizzes/work samples, observations) needs to be collected to support desired outcomes? What forms of Students Self Assessment and Reflections will be collected? STAGE 3- Plan of Learning Experiences (acronym of WHERETO): Where are we headed? How will the student be Hooked? Which opportunities will the teacher provide to Explore, Rethink/Revise; What tools will be used for the Evaluation of the work? How will the teacher Tailor instruction to students interests? How will the work be Organized? It is our hope that this will be a living and useful curriculum, drafted to guide you in your teaching efforts to promote students understanding and learning.

3 FRENCH 1 CURRICULUM YEARLY PLAN PER 9 WEEKS Glencoe Textbook: BON VOYAGE! Bon Voyage!, the SCPS adopted textbook for French level 1, is comprised of 14 chapters, not including the Preliminary Lessons, at the beginning of the textbook. The recommendation of this Committee is that 12 chapters, including the Preliminary Lessons, should be covered in a standard French one class, over the course of the school year. However, students enrolled in a French Pre IB class should cover the entire textbook content, i.e. 14 chapters. Required Teacher Coverage in Each Chapter (Textbook pages are color coded) 1) Vocabulaire (green) 2) Structures (red) 3) Conversation (purple) 4) First cultural reading in Lectures Culturelles (follows «Conversation» section) 5) Connexions (blue- follows «Lectures supplémentaires») 6) C est à vous (blue) 7) Assessment (blue- follows «C est à vous» section) 8) Focus on Florida: FCAT Readings (red- follows «Assessment» section) In the outline below for each quarter, the following elements are listed for each chapter: - Vocabulaire (vocabulary), - Structures (grammar concepts) - Cultural components (First cultural reading in «Lectures Culturelles» and «Connexions») Optional Material 1) Other cultural readings (Lectures supplémentaires) 2) On Parle Super Bien (Illustration page) 3) Musée de l Art -Fine Arts Transparency Binder (Transparencies of paintings) 1 st 9 WEEKS Preliminary Chapter: Leçons Préliminaires Greeting and saying goodbye to people Courtesy expressions Finding out a person s name Ordering food The calendar: days and months Telling time Numbers 1-30 L alphabet français p. xxxviii

4 Culture: le Monde Francophone p.xxi xxxv Why Learn French? p. xxxvi Chapter 1: Une amie et un ami Describing oneself or someone else Numbers Likes/dislikes (aimer, préférer, adorer, détester) Questions words: Qui, D où Articles in the singular form: le, la, un, une Agreement of adjectives Present tense of être (singular form) Making a sentence negative Culture: Un Parisien et une Martiniquaise Connexions: La géographie de France Compare with Florida geography, p. 147A Chapter 2: Les cours et les profs School Class subjects (compare with French schooling p. 70) Cont. Numbers Plural of articles, nouns and adjectives Present tense of Être: plural form Contrast informal and formal you: tu and vous Culture: French Language in Haiti, Canada, Louisiana; Connexions: Les sciences naturelles 2 nd 9 WEEKS Chapter 3: Pendant et après les cours School subjects Shopping for school supplies The school day-schedule Likes and dislikes: in school and after school Numbers Likes and Dislikes Present tense Regular verbs in ER Negation of indefinite articles: Pas de Verbs + infinitive Culture: Paris-Une journée avec Jacqueline Connexions: L ordinateur-computers and Technology Chapter 4: La famille et la maison Members of the family Birthdays

5 Rooms of a house Houses, apartment buildings and neighborhoods Present tense of Avoir, and idioms (age) Possessive adjectives: ownership of items Adjectives: singular, plural and adjectives before the noun Culture: Housing in France- Où habitent les Français Connexions: Art and History- Versailles, Marie-Antoinette, la Révolution Chapter 5: Au café et au restaurant Going to a café and restaurants Names of food and beverages Eating utensils Meals (see also French meals p.174) Present Tense of Aller Aller + infinitive Contractions of à and de Present tense of prendre Culture: a restaurant experience- Au restaurant? Vraiment? Connexions: Les mathématiques - counting on one s fingers 3 rd 9 WEEKS Chapter 6: la nourriture et les courses Types of food Shopping for food Open-air market Supermarket Present tense of faire, pouvoir and vouloir The partitive and the definite articles Negative form of the partitive: Pas de Culture: les courses chez les petits commerçants Connexions: metric conversions Chapter 7: Les vêtements Clothing Shopping for clothes (in Paris and in Africa) Sizes and colors Present tense of mettre, voir and croire Comparative adjectives Culture: shopping in Paris- couturiers, boutiques, grands magasins et marché aux puces Connexions: poetry Chapter 8: L aéroport et l avion The airport, checking in On board an airplane

6 Present tense of IR verbs Quel and tout Sortir, partir, dormir and servir Culture : Voyage à Paris et en Normandie Connexions: climate versus weather 4th 9 WEEKS Chapter 9: La gare et le train The train station, purchasing a ticket (see SNCF p.312) On the train Present tense of RE verbs Demonstrative adjectives (this, that) Dire, écrire, lire Culture: Francophone world and African geography Connexions: the 24-hour clock and the metric system Chapter 10: Les sports Soccer Basketball Volleyball Bicycling Running Passé composé of regular verbs Qui, qu est-ce que, quoi Present tense of boire, devoir, recevoir Culture: les sports au Québec et en Afrique Connexions: Anatomy: le corps humain Chapter 11: L été et l hiver Summer weather and activities Spring Winter weather and activities Autumn Passé composé of irregular verbs Negative statements (never, no one, nothing) Passé composé with être Culture: au Canada, au Québec Connexions: French painters Chapter 12: La routine quotidienne Daily routine: grooming and family life The kitchen Watching television Reflexive verbs in the present Reflexive verbs in the passé composé Culture: a family from the Maghreb region Connexions: Ecology

7 Title: Bon Voyage Subject/Course: French Level I Topic: Leçons Préliminaires Grade(s):8-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A , A , A Culture: B.1.1.2, B 1.1.3, Connections: Comparisons D.1.1.2, D Experiences: Understanding(s) Students will understand that. 1. Basic greetings and courtesy phrases can be learned and used immediately to interact with French speaking people. 2. French speaking people consider formal and informal relationships in choosing the language that is used in conversation. 3. The rules of pronunciation, spelling, and capitalization in French are different than in English. Essential Question(s) 1. What are some ways to say hello, goodbye, how are you, etc. 2. How are formal greetings different from informal greetings? 3. How does one distinguish when it is appropriate to use the informal phrases? 4. What are some basic pronunciation rules that can be relied on consistently? 5. What are the differences in capitalization rules for days and months? 6. How does one ask and answer what the day and date and time are? Students will know Students will be able to. 1. greet people and say goodbye to people 2. ask and tell names 3. ask people how they are 4. express simple courtesies 5. count from ask and tell the day, date, and time STAGE 2 ASSESSMENT EVIDENCE Performance Task(s) 1. Recite the French alphabet in groups and individually 2. Answer teacher questions 3. Role play conversations 4. Recite numbers, days, and months groups and individually 5. Tell what the time is using examples presented on a transparency, on paper, or with realia. Key Criteria: Understanding of questions evidenced by an appropriate response, even if incomplete. Accurate reproduction of pronunciation modeled by teacher or other resources.

8 Other Evidence Impromptu dialog with teacher or between student pairs.

9 Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to achievement of ALL students? STAGE 3 -- LEARNING PLAN Assess the level of the student s exposure to French and why they are studying it now. Ask students to share experiences with French language and culture. Highlight some important contributions made by France and French culture in the world, such as Cuisine, Fashion. Highlight cognates and French phrases used in English. Parent letter, lesson overview, presentation of objectives, video or audio introduction to basic conversation in various situations. Class and group practice and role play. Making foldables or other practice tools, Bell-ringer reviews, competitive games. Songs to practice specific items, such as the alphabet, counting, and days and months. Using pairs and groups to initiate practiced and impromptu question and answers. Round-robin recitation of days, months, numbers. Use pairs and groups for practice. Require a basic conversation from each pair or group, no matter how brief. Follow the basic sequence of the Preliminary lessons, incorporating previous experience when appropriate.

10 Title: Bon Voyage Subject/Course: French Level I Topic: Chapter 1 Une amie et un ami Grade(s):8-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.2, A.1.2.1, A.2.1.2, A A.2.2.5, A.3.1.1, A.3.2.1, A Culture: Connections: C.1.1.1, C.1.2.2, C Comparisons: D.1.1.1, D.1.1.2, D.1.2.1, D Experiences: Understanding(s) Students will understand that. 1. Subject/verb agreement is a concept that is used in French to a greater extent than in English. 2. All nouns have gender and adjectives match the nouns with which they are used. 3. Word order in French is often different than in English. 4. Questions can be formed by voice inflection. 5. There are many cognates between French and English. 6. French uses a specific set of 2 words to make sentences negative. 7. There are many Francophone nations around the world. Essential Question(s) 1. What is a subject pronoun and how does it determine the form of a verb? 2. What does gender mean? How is the gender of a noun determined or identified? 3. How do nouns and adjectives change to show gender? 4. What are the similarities and differences in word order between French and English? 5. What is a cognate? 6. How can the voice indicate a question? 7. What is the relationship between Martinique and France? Students will know Students will be able to. 1. ask and tell what someone is like, describe yourself and others 2. ask or tell who someone is 3. ask or tell where someone is from 4. count up to talk about students from France and Martinique STAGE 2 ASSESSMENT EVIDENCE Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher s Edition, the following activities can be used for assessment: 1. Performance assessment test (writing) 2. Situation cards (speaking) 3. C est à Vous activities (speaking and writing) 4. On parle Super Bien (speaking) 5. Communication Transparencies (speaking) 6. Impromptu conversation or Question and answer (listening and speaking) 7. Answers to essential questions 8. Other Teacher created activities Key Criteria: Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking, as outlined in the Sunshine State Standards.

11 Other Evidence : 1. Quizzes and tests 2. Homework 3. Lab usage

12 Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to achievement of ALL students? STAGE 3 -- LEARNING PLAN To review where they have been: Use Bell Ringer Reviews Use c est à vous section from previous chapter. Use Conversation transparency from previous chapter. Introduce the main ideas of the chapter TPR Introduce Videotour Present powerteach interactive chalkboard. Teacher creativity Focus on the essential questions using textbook and technology resources: Puzzlemaker Quia on-line activities, transparencies workbook and audio activities, foldables study tips in handbook section of textbook Passport to success workbook As well as the resources listed above, use situation cards InfoGap activity in handbook section role play C est à vous section of textbook InfoGap (speaking and listening) Conversation section using text, CD, DVD Lectures culturelles (reading) C est à vous (writing) On parle super bien (speaking) Assessment section of textbook (review) Mindjoggers Video Game (review) Reintroduce Videotour Refer to the Differentiated Instruction section of the Teacher edition (pt24-t25) Vary instruction to meet all learning modalities. Follow the sequence of the chapter. Use the pacing and priorities section for each chapter and adjust to meet individual needs.

13 Title: Bon Voyage Subject/Course: French Level I Topic: Chapter 2 Les cours et les profs Grade(s):8-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.1.1, A.1.1.2, A.1.1.3, A.1.2.1, A.2.1.2, A.2.1.3, A.2.1.4, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A Culture: B Connections: C.1.1.1, C.1.1.2, C Comparisons: D.1.1.2, D.1.2.1, D Experiences: E Understanding(s) Students will understand that. 1. Adjectives have plural forms to match plural nouns. 2. Articles are adjectives and also match nouns in number and gender. 3. In French the word for they can be masculine or feminine. 4. When talking about groups of mixed gender the masculine form is used. 5. The word vous for you has more than one meaning. 6. Using the question word comment with the verb être is asking for a description. 7. Varieties of French are still spoken by descendents of French immigrants to North America and the Carribean. Essential Question(s) 1. How are nouns and adjectives made plural? 2. What is an article and how are they used with nouns? 3. How are the words for he and she made plural to express they? 4. How does one decide if they should be masculine or feminine. 5. What are the different meanings for vous and how are they different from tu? 6. What is the difference between comment est and comment va? 7. Where and why is French still spoken in North America? Students will know Students will be able to. 1. Describe people and things 2. talk about more than one person or thing 3. tell what subjects you take in school and give opinions about them 4. speak to people formally and informally 5. talk about French-speaking people in the United States STAGE 2 ASSESSMENT EVIDENCE Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher s Edition, the following activities can be used for assessment: 1. Performance assessment test (writing) 2. Situation cards (speaking) 3. C est à Vous activities (speaking and writing) 4. On parle Super Bien (speaking) 5. Communication Transparencies (speaking) 6. Impromptu conversation or Question and answer (listening and speaking) 7. Answers to essential questions 8. Other Teacher created activities Key Criteria: Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking, as outlined in the Sunshine State Standards.

14 Other Evidence 1. Quizzes and tests 2. Homework 3. Lab usage

15 Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to achievement of ALL students? STAGE 3 -- LEARNING PLAN To review where they have been: Use Bell Ringer Reviews Use c est à vous section from previous chapter. Use Conversation transparency from previous chapter. Introduce the main ideas of the chapter TPR Introduce Videotour Present powerteach interactive chalkboard. Teacher creativity Focus on the essential questions using textbook and technology resources: Puzzlemaker Quia on-line activities, transparencies workbook and audio activities, foldables study tips in handbook section of textbook Passport to success workbook As well as the resources listed above, use situation cards InfoGap activity in handbook section role play C est à vous section of textbook InfoGap (speaking and listening) Conversation section using text, CD, DVD Lectures culturelles (reading) C est à vous (writing) On parle super bien (speaking) Assessment section of textbook (review) Mindjoggers Video Game (review) Reintroduce Videotour Refer to the Differentiated Instruction section of the Teacher edition (pt24-t25) Vary instruction to meet all learning modalities. Follow the sequence of the chapter. Use the pacing and priorities section for each chapter and adjust to meet individual needs.

16 Title: Bon Voyage Subject/Course: French Level I Topic: Chapter 3 Pendant et après les cours Grade(s):8-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.1.1, A 1.2.1, A.2.1.2, A 2.1.3, A.2.2.3, A.2.2.5, A 3.1.1, A.3.2.1, A Culture: B Connections: C.1.1.1, C Comparisons: D.1.1.1, D.1.2.1, D.1.2.2, D Experiences: Understanding(s) Students will understand that. 1. Regular verbs in French have an infinitive and conjugated forms. 2. The pattern of verb endings corresponds to the Subject pronouns they are used with. 3. Verb infinitives can be used with other verbs to express preferences. 4. French schools are different from American schools, and students rarely work after school. Essential Question(s) 1. What is a verb infinitive? 2. What does conjugation mean? 3. How is the pattern of regular verb endings applied to all verbs in the same group? 4. How are 2 verbs put together to express likes and dislikes? 5. How does one know when to conjugate a verb and when to leave it in the infinitive form? 6. What is a normal school day like for a French student? Students will know Students will be able to. 1. talk about what you and your friends do in school and after school 2. talk about what you don t do 3. identify and shop for school supplies 4. tell what you and others like and don t like to do 5. discuss schools in France STAGE 2 ASSESSMENT EVIDENCE Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher s Edition, the following activities can be used for assessment: 1. Performance assessment test (writing) 2. Situation cards (speaking) 3. C est à Vous activities (speaking and writing) 4. On parle Super Bien (speaking) 5. Communication Transparencies (speaking) 6. Impromptu conversation or Question and answer (listening and speaking) 7. Answers to essential questions 8. Other Teacher created activities Key Criteria: Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking, as outlined in the Sunshine State Standards.

17 Other Evidence 1. Quizzes and tests 2. Homework 3. Lab usage

18 Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to achievement of ALL students? STAGE 3 -- LEARNING PLAN To review where they have been: Use Bell Ringer Reviews Use c est à vous section from previous chapter. Use Conversation transparency from previous chapter. Introduce the main ideas of the chapter TPR Introduce Videotour Present powerteach interactive chalkboard. Teacher creativity Focus on the essential questions using textbook and technology resources: Puzzlemaker Quia on-line activities, transparencies workbook and audio activities, foldables study tips in handbook section of textbook Passport to success workbook As well as the resources listed above, use situation cards InfoGap activity in handbook section role play C est à vous section of textbook InfoGap (speaking and listening) Conversation section using text, CD, DVD Lectures culturelles (reading) C est à vous (writing) On parle super bien (speaking) Assessment section of textbook (review) Mindjoggers Video Game (review) Reintroduce Videotour Refer to the Differentiated Instruction section of the Teacher edition (pt24-t25) Vary instruction to meet all learning modalities. Follow the sequence of the chapter. Use the pacing and priorities section for each chapter and adjust to meet individual needs.

19 Title: Bon Voyage Subject/Course: French Level I Topic: Chapter 4 La famille et la maison Grade(s):8-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.1.2, A.1.2.2, A.2.1.2, A.2.1.3, A.3.1.1, A.3.2.1, A Culture: B Connections: C.1.2.2, C Comparisons: D.1.1.1, D.1.1.2, D.1.2.1, D.1.2.2, D.2.1.2, D Experiences: Understanding(s) Students will understand that. 1. Like the United States, French people live in both urban and rural situations. 2. In French buildings the floors are numbered differently than in the United States. 3. In French, age is expressed with the verb meaning to have. 4. Possessive adjectives and some descriptive adjectives are placed before the noun they modify. 5. Some irregular adjectives have alternative spellings to facilitate pronunciation. Essential Question(s) 1. What are the different kinds of housing in France? 2. What is a rez-de-chaussée? 3. How does one use avoir ( to have ) to express age? 4. What is a possessive adjective and how is it used? 5. How are the irregular adjectives that come before nouns different from other descriptive adjectives? Students will know Students will be able to. 1. talk about your family 2. describe your home and neighborhood 3. tell your age and find out someone else s age 4. tell what belongs to you and others 5. describe more people and things 6. talk about families and homes in French-speaking countries STAGE 2 ASSESSMENT EVIDENCE Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher s Edition, the following activities can be used for assessment: 1. Performance assessment test (writing) 2. Situation cards (speaking) 3. C est à Vous activities (speaking and writing) 4. On parle Super Bien (speaking) 5. Communication Transparencies (speaking) 6. Impromptu conversation or Question and answer (listening and speaking) 7. Answers to essential questions 8. Other Teacher created activities Key Criteria: Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking, as outlined in the Sunshine State Standards.

20 Other Evidence 1. Quizzes and tests 2. Homework 3. Lab usage

21 Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to achievement of ALL students? STAGE 3 -- LEARNING PLAN To review where they have been: Use Bell Ringer Reviews Use c est à vous section from previous chapter. Use Conversation transparency from previous chapter. Introduce the main ideas of the chapter TPR Introduce Videotour Present powerteach interactive chalkboard. Teacher creativity Focus on the essential questions using textbook and technology resources: Puzzlemaker Quia on-line activities, transparencies workbook and audio activities, foldables study tips in handbook section of textbook Passport to success workbook As well as the resources listed above, use situation cards InfoGap activity in handbook section role play C est à vous section of textbook InfoGap (speaking and listening) Conversation section using text, CD, DVD Lectures culturelles (reading) C est à vous (writing) On parle super bien (speaking) Assessment section of textbook (review) Mindjoggers Video Game (review) Reintroduce Videotour Refer to the Differentiated Instruction section of the Teacher edition (pt24-t25) Vary instruction to meet all learning modalities. Follow the sequence of the chapter. Use the pacing and priorities section for each chapter and adjust to meet individual needs.

22 Title: Bon Voyage Subject/Course: French Level I Topic: Chapter 5 Au café et au restaurant Grade(s):8-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.1, A.2.1.2, A.2.1.3, A.2.1.4, A.3.1.1, A.3.2.1, A Culture: B.1.1.1, B 1.1.2, B Connections: C.1.1.2, C Comparisons: D.1.1.2, D.1.2.2, D.2.1.1, D Experiences: Understanding(s) Students will understand that. 1. French food and dining are important to the French people. 2. The word for to go has special words that are used with it. 3. The prepositions a and de contract with masculine definite articles. 4. The verb aller ( to go ) is often used with other verbs to tell what one is going to do. 5. How does one express a degree of frequency, such as always, sometimes, and not much. 6. Two specific verbs are often used to talk about asking for food. 7. The verb avoir (to have) is used to express hunger and thirst. Essential Question(s) 1. What are the eating traditions of French families? 2. How does one use a and y with aller (to go). 3. What is a definite article and when does it contract with a and de? 4. What is the near future expressed with the verb aller? 5. What are some ways to express how often one does something? 6. What verbs are used to order or ask for food? 7. How does one say that one is hungry or thirsty? Students will know Students will be able to. 1. order food or a beverage at a café or restaurant 2. tell where you and others go 3. tell what you and others are going to do 4. give locations 5. tell what belongs to you and others 6. describe more activities 7. compare eating habits in the United States and in the French-speaking world STAGE 2 ASSESSMENT EVIDENCE Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher s Edition, the following activities can be used for assessment: 1. Performance assessment test (writing) 2. Situation cards (speaking) 3. C est à Vous activities (speaking and writing) 4. On parle Super Bien (speaking) 5. Communication Transparencies (speaking) 6. Impromptu conversation or Question and answer (listening and speaking) 7. Answers to essential questions 8. Other Teacher created activities Key Criteria: Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking, as outlined in the Sunshine State Standards.

23 Other Evidence 1. Quizzes and tests 2. Homework 3. Lab usage

24 Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to achievement of ALL students? STAGE 3 -- LEARNING PLAN To review where they have been: Use Bell Ringer Reviews Use c est à vous section from previous chapter. Use Conversation transparency from previous chapter. Introduce the main ideas of the chapter TPR Introduce Videotour Present powerteach interactive chalkboard. Teacher creativity Focus on the essential questions using textbook and technology resources: Puzzlemaker Quia on-line activities, transparencies workbook and audio activities, foldables study tips in handbook section of textbook Passport to success workbook As well as the resources listed above, use situation cards InfoGap activity in handbook section role play C est à vous section of textbook InfoGap (speaking and listening) Conversation section using text, CD, DVD Lectures culturelles (reading) C est à vous (writing) On parle super bien (speaking) Assessment section of textbook (review) Mindjoggers Video Game (review) Reintroduce Videotour Refer to the Differentiated Instruction section of the Teacher edition (pt24-t25) Vary instruction to meet all learning modalities. Follow the sequence of the chapter. Use the pacing and priorities section for each chapter and adjust to meet individual needs.

25 Title: Bon Voyage Subject/Course: French Level I Topic: Chapter 6 La nourriture et les courses Grade(s):8-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.1.1, A.1.2.1, A.1.2.2, A.2.1.2, A.2.2.3, A.3.1.1, A Culture: B.1.1.2, B Connections: C.1.1.1, C Comparisons: D.1.1.2, D.1.2.1, D Experiences: Understanding(s) Students will understand that. 1. French people prefer to shop at specialty stores for various kinds of food products. 2. A combination of de and the definite article is used to express a part of something. 3. The construction called the partitif has special rules for negative expressions. 4. The verbs to want and to be able to are often combined with verb infinitives to express what one wants or is able to do. 5. In France, the metric system of measurement is used to express quantities of food. Essential Question(s) 1. How are French food stores different from American Supermarkets. Do Supermarkets exist in France? 2. What does it mean to say one wants a part of something? 3. How is the partitive in the negative different from the affirmative? 4. How are to want and to be able to combined with other verbs? 5. What is the metric system, and how does it compare with the common measurements in the United States? Students will know Students will be able to. 1. identify more foods 2. shop for food 3. tell what you or others are doing 4. ask for the quantity you want 5. talk about what you or others don t have 6. tell what you or others are able to do or want to do 7. talk about French food-shopping customs STAGE 2 ASSESSMENT EVIDENCE Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher s Edition, the following activities can be used for assessment: 1. Performance assessment test (writing) 2. Situation cards (speaking) 3. C est à Vous activities (speaking and writing) 4. On parle Super Bien (speaking) 5. Communication Transparencies (speaking) 6. Impromptu conversation or Question and answer (listening and speaking) 7. Answers to essential questions 8. Other Teacher created activities Key Criteria: Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking, as outlined in the Sunshine State Standards.

26 Other Evidence 1. Quizzes and tests 2. Homework 3. Lab usage

27 Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to achievement of ALL students? STAGE 3 -- LEARNING PLAN To review where they have been: Use Bell Ringer Reviews Use c est à vous section from previous chapter. Use Conversation transparency from previous chapter. Introduce the main ideas of the chapter TPR Introduce Videotour Present powerteach interactive chalkboard. Teacher creativity Focus on the essential questions using textbook and technology resources: Puzzlemaker Quia on-line activities, transparencies workbook and audio activities, foldables study tips in handbook section of textbook Passport to success workbook As well as the resources listed above, use situation cards InfoGap activity in handbook section role play C est à vous section of textbook InfoGap (speaking and listening) Conversation section using text, CD, DVD Lectures culturelles (reading) C est à vous (writing) On parle super bien (speaking) Assessment section of textbook (review) Mindjoggers Video Game (review) Reintroduce Videotour Refer to the Differentiated Instruction section of the Teacher edition (pt24-t25) Vary instruction to meet all learning modalities. Follow the sequence of the chapter. Use the pacing and priorities section for each chapter and adjust to meet individual needs.

28 Title: Bon Voyage Subject/Course: French Level I Topic: Chapter 7 Les vêtements Grade(s):8-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.1.1, A.1.2.1, A.1.2.2, A.2.1.2, A.2.1.3, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A Culture: B.1.1.1, B Connections: C Comparisons: D.1.1.2, D Experiences: Understanding(s) Students will understand that. 1. Adjectives can sometimes be used with the to indicate a thing; such as the green (one). 2. Size is expressed using a different system of measurement than in the United States. 3. Three distinct expressions are used to compare things. 4. The verbs voir (to see) and croire (to believe) are used with que (that) to introduce the rest of a complex sentence. 5. The Fashion industry is an important part of French culture and commerce. 6. France is the home of many famous Fashion designers. Essential Question(s) 1. When can the adjective be used without an accompanying noun? 2. How are sizes of clothing and shoes expressed in French? 3. How does one compare things using more than, less than, or the same as? 4. How does one say I see that or I believe that? 5. What kinds of clothing stores are found in France? 6. Who are some of the famous names in French Fashion Design? Students will know Students will be able to. 1. identify and describe articles of clothing 2. 2.state color and size preferences 3. shop for clothing 4. describe people s activities 5. compare people and things 6. express opinions and make observations 7. discuss clothes and clothes shopping in the French-speaking world STAGE 2 ASSESSMENT EVIDENCE Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher s Edition, the following activities can be used for assessment: 1. Performance assessment test (writing) 2. Situation cards (speaking) 3. C est à Vous activities (speaking and writing) 4. On parle Super Bien (speaking) 5. Communication Transparencies (speaking) 6. Impromptu conversation or Question and answer (listening and speaking) 7. Answers to essential questions 8. Other Teacher created activities Key Criteria: Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking, as outlined in the Sunshine State Standards.

29 Other Evidence 1. Quizzes and tests 2. Homework 3. Lab usage

30 Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to achievement of ALL students? STAGE 3 -- LEARNING PLAN To review where they have been: Use Bell Ringer Reviews Use c est à vous section from previous chapter. Use Conversation transparency from previous chapter. Introduce the main ideas of the chapter TPR Introduce Videotour Present powerteach interactive chalkboard. Teacher creativity Focus on the essential questions using textbook and technology resources: Puzzlemaker Quia on-line activities, transparencies workbook and audio activities, foldables study tips in handbook section of textbook Passport to success workbook As well as the resources listed above, use situation cards InfoGap activity in handbook section role play C est à vous section of textbook InfoGap (speaking and listening) Conversation section using text, CD, DVD Lectures culturelles (reading) C est à vous (writing) On parle super bien (speaking) Assessment section of textbook (review) Mindjoggers Video Game (review) Reintroduce Videotour Refer to the Differentiated Instruction section of the Teacher edition (pt24-t25) Vary instruction to meet all learning modalities. Follow the sequence of the chapter. Use the pacing and priorities section for each chapter and adjust to meet individual needs.

31 Title: Bon Voyage Subject/Course: French Level I Topic: Chapter 8 L aéroport et l avion Grade(s):8-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.1.1, A.1.2.2, A.2.1.2, A.2.1.3, A.2.2.1, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A Culture: B Connections: C.1.2.1, C.1.2.2, C.2.1.1, Comparisons: D.1.1.2, D.1.2.2, D Experiences: E Understanding(s) Students will understand that. 1. There is a second group of regular verbs with infinitives ending in ir. 2. Ir verbs have their own set of conjugated forms. 3. French uses an interrogative adjective to ask what or which, followed by the noun. 4. To express all or every in French requires various forms of the word tout. 5. There is a group of ir verbs which are conjugated differently than the regular ir verbs. 6. International and Domestic Air Travel to and within France has several procedures and requirements. Essential Question(s) 1. How are ir verbs different from er verbs? 2. How is the stem of ir verbs change in the plural forms? 3. How are the forms of quel used with nouns to express what or which? 4. How are the forms of tout used with nouns to express all or every? 5. How is the second group of ir verbs conjugated? 6. What steps are involved in plane travel to and within France? Students will know Students will be able to. 1. check in for a flight 2. talk about some services aboard the plane 3. talk about more activities 4. ask more questions 5. talk about people and things as a group 6. discuss air travel in France STAGE 2 ASSESSMENT EVIDENCE Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher s Edition, the following activities can be used for assessment: 1. Performance assessment test (writing) 2. Situation cards (speaking) 3. C est à Vous activities (speaking and writing) 4. On parle Super Bien (speaking) 5. Communication Transparencies (speaking) 6. Impromptu conversation or Question and answer (listening and speaking) 7. Answers to essential questions 8. Other Teacher created activities Key Criteria: Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking, as outlined in the Sunshine State Standards.

32 Other Evidence 1. Quizzes and tests 2. Homework 3. Lab usage

33 Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to achievement of ALL students? STAGE 3 -- LEARNING PLAN To review where they have been: Use Bell Ringer Reviews Use c est à vous section from previous chapter. Use Conversation transparency from previous chapter. Introduce the main ideas of the chapter TPR Introduce Videotour Present powerteach interactive chalkboard. Teacher creativity Focus on the essential questions using textbook and technology resources: Puzzlemaker Quia on-line activities, transparencies workbook and audio activities, foldables study tips in handbook section of textbook Passport to success workbook As well as the resources listed above, use situation cards InfoGap activity in handbook section role play C est à vous section of textbook InfoGap (speaking and listening) Conversation section using text, CD, DVD Lectures culturelles (reading) C est à vous (writing) On parle super bien (speaking) Assessment section of textbook (review) Mindjoggers Video Game (review) Reintroduce Videotour Refer to the Differentiated Instruction section of the Teacher edition (pt24-t25) Vary instruction to meet all learning modalities. Follow the sequence of the chapter. Use the pacing and priorities section for each chapter and adjust to meet individual needs.

34 Title: Bon Voyage Subject/Course: French Level I Topic: Chapter 9 La gare et le train Grade(s):8-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.1, A.1.2.2, A.2.1.2, A.2.1.3, A.2.2.1, A.2.2.3, A.2.2.5, A.3.2.1, A Culture: B Connections: C.1.2.1, C.1.2.2, C Comparisons: D.1.1.2, D Experiences: Understanding(s) Students will understand that. 1. There is a third group of regular verbs with infinitives ending in re. 2. Demonstrative adjectives (this, that, etc) are used to point out people and things. 3. An additional group of re verbs have irregular forms. 4. Train travel in France is well-developed and frequently used. 5. Traveling by train in France requires knowledge of train stations and procedures. Essential Question(s) 1. What is the pattern of endings for regular re verbs? 2. What are the forms of the demonstrative adjectives, and how is the addition of là used to clarify meaning. 3. Why are the irregular verbs dire, lire, and écrire presented as a group? 4. Why is train travel a popular means of transportation in France? 5. How does one purchase tickets, read time tables, find and change trains? Students will know Students will be able to. 1. purchase a train ticket and request information about arrival and departure 2. use expressions related to train travel 3. talk about people s activities 4. point out people or things 5. discuss an interesting train trip in French-speaking Africa STAGE 2 ASSESSMENT EVIDENCE Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher s Edition, the following activities can be used for assessment: 1. Performance assessment test (writing) 2. Situation cards (speaking) 3. C est à Vous activities (speaking and writing) 4. On parle Super Bien (speaking) 5. Communication Transparencies (speaking) 6. Impromptu conversation or Question and answer (listening and speaking) 7. Answers to essential questions 8. Other Teacher created activities Key Criteria: Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking, as outlined in the Sunshine State Standards.

35 Other Evidence 1. Quizzes and tests 2. Homework 3. Lab usage

36 Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to achievement of ALL students? STAGE 3 -- LEARNING PLAN To review where they have been: Use Bell Ringer Reviews Use c est à vous section from previous chapter. Use Conversation transparency from previous chapter. Introduce the main ideas of the chapter TPR Introduce Videotour Present powerteach interactive chalkboard. Teacher creativity Focus on the essential questions using textbook and technology resources: Puzzlemaker Quia on-line activities, transparencies workbook and audio activities, foldables study tips in handbook section of textbook Passport to success workbook As well as the resources listed above, use situation cards InfoGap activity in handbook section role play C est à vous section of textbook InfoGap (speaking and listening) Conversation section using text, CD, DVD Lectures culturelles (reading) C est à vous (writing) On parle super bien (speaking) Assessment section of textbook (review) Mindjoggers Video Game (review) Reintroduce Videotour Refer to the Differentiated Instruction section of the Teacher edition (pt24-t25) Vary instruction to meet all learning modalities. Follow the sequence of the chapter. Use the pacing and priorities section for each chapter and adjust to meet individual needs.

Resources: Encore Tricolore 1 (set textbook), Linguascope, Boardworks, languagesonline, differentiated resources devised by MFL staff.

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