Brooklyn Technical High School. LOTE Languages other than English

Transcription

1 Brooklyn Technical High School LOTE Languages other than English COMMON CORE LEARNING STANDARDS: Language, Reading, Writing, Speaking and Listening Language L1: Demonstrate command of the conventions of standard grammar and usage when writing or speaking. L2: Demonstrate command of the conventions of standard capitalization, punctuation, and spelling when writing. 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. L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrase by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Speaking and Listening SL.1. 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. SL 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. SL.4. 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. SL.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Writing W.1. Write arguments to support claims in an analysis of substantive topics or texts using valid reason and relevant and sufficient evidence. W.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2 W.3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.7. Conduct short, as well as more sustained research projects based on focused questions, demonstrating understanding or the subject under investigation. W.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.10. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. Reading R.1. 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. R.2. Determine central ideas or themes of a text and analyze their development; summarize key support details and ideas. R.3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. R.4 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. R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. R.6 Assess how point of view or purpose shapes the content and style of a text. R.7 Integrate and evaluate content presented in diverse formats and media including visually and quantitatively as well as in words. R.8 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. R.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. R.10. Read and comprehend complex literary and informational texts independently and proficiently.

3 BROOKLYN TECHNICAL HIGH SCHOOL LOTE Department COURSE OF STUDY in FRENCH: FF6 (Level III) Spring Term Overview In the first term of second year French, students review key elements of second year French (Checkpoint B1), and begin the B2 Checkpoint sequence along the continuum of the New York State Learning Standards in LOTE. The two standards, communication and cultural understanding, are integrated through performance-based tasks. Differentiated instruction is used to meet the needs of all students in a student-centered environment, and to support all students in achieving the learning outcomes. Materials Text: C est à toi! (Level Two), and ancillary materials to the text : audio CDs, unit DVD program, and workbooks. Authentic listening and reading materials from the target language and cultures, such as online sources, newspapers, magazines, music, film, and various realia. Teacher-made material. Course Outline Page 1 é L unité V Comment se débrouiller en voyage Weeks 1, 2,3 A -Expressing likes and dislikes -Agreeing and disagreeing -Expressing surprise -Giving opinions -Expressing fear -Inquiring about possibility and impossibility -Controlling the volume of a conversation -Expressing dissatisfaction -Sequencing regret -Making request -Expressing happiness -Telling location -Hotels expressions -Saint Martin, lle -Classifying hotels, Saint Martin, -Overseas department of France -Pricing of hotel rooms Number of stars based on hotel s quality Money conversion s Conditional tense -The subjunctive after expressions of emotion On the right track Focus on reading or writing skills Telling stories through pictures

4 Course Outline Page 2 é L unité V Comment se Débrouiller en Voyage Weeks 4, 5 B -Wring postcards -Telling Location -Telling a story -Describing people you remember -Indicating knowing and not knowing -Identifying objects -Expressing complaint -Admitting -Expressing patience -Airplane expressions -Train Expressions lle -Atractions in -- Quebec: Gaspé Peninsula -Le Rocher Percé -Le Parc de l Île -Bonaventiureet-de-Roche Percé -Americans vs. European trains Reading train schedules Calculating distances Conversion miles Km s -Verbs + de + nouns -The relative pronoun DONT On the right track Focus on reading or writing skills Satire : La Cantatrice Chauvre Eugeune Ionesco

5 Course Outline Page 3 é L unité VI L avenir : la technologie et l environnement Weeks 6,7, 8 A Giving information Sequencing events Listening Expressing probability Giving opinions Explaining something Predicting -Space technology -Computers lle Readings and Le TGV, L Eurostar L Agence Spatiale Européenne (l ESA) L Internet Survey and chart or graph on how much time, money, space(gigs, etc..) on device. (How much space does a song take? Ipads, Ipods etc - Price of computer based on space -Discuss high speed trains - distance -Miles/km per hour/conversion -Discussing statistics concerning worldwide problems and events s -Comparative of adjectives -Superlative of adjectives -Future tense On the right track Focus on reading or writing skills Using Computer technology

6 Course Outline Page 4 é L unité VI L avenir : la technologie et l environnement Weeks 9, 10 B -Asking for information -Giving information -Sequencing events -Giving opinions -Expressing probability -Hypothesizing -Predicting -Congratulating and commiserating -Expressing appreciation -Forgetting -Making requests -Social problems -Newspaper expressions Humanitarian Missions lle -Non-profit Organizations -La Fondation Brigitte Bardot -Médecins sans Frontières -L Equipe Cousteau Core Standards -Discussing statistics concerning worldwide problems and events s -Future tense in sentences with SI -Future tense after QUAND On the right track Focus on reading or writing skills Figures of speech, rhyme scheme «Comme un Arbre» - Maxime LeForestier

7 Course Outline Page 5 é L unité VII Les Français comme ils sont Weeks 11, 12 A -Asking for information -Stating a generalization -Explaining something -Comparing -Requesting clarification -Inquiring about opinion -Expressing surprise -Inquiring about satisfaction and dissatisfaction -Proposing solutions l HLM, La Cité Restaurant and shopping Un monde Meilleur/ la Famille lle Le Togo Les HLM Les allocations Familiales L immigration in France statistics concerning immigration in France -Governmental financial aid s Conditional tense in sentences with SI The interrogative adjective QUEL The interrogative pronoun LEQUEL On the right track Focus on reading or writing skills Circumlocution

8 Course Outline Page 6 é L unité VII Les Français comme ils sont Weeks 13, 14 B Asking for information Stating preference Clarifying reporting Comparing Expressing importance and unimportance Agreeing and disagreeing Describing character Explaining compassion Adjectives lle Fast-food restaurants French restaurant chains Family structure Le franglais French department stores Family budget Marriage and divorce rate Analyzing charts and percentages of French daily life s Demonstrative adjectives Demonstrative pronouns On the right track Focus on reading or writing skills Les petits enfants du siècle Christiane Rochefort

9 Course Outline Page 7 é L unité VIII L histoire de la France Weeks 15, 16 A -Describing past events - Using links -Sequencing events -Explaining something -Having something done -Describing character -Stating generalization -Boasting -Expressing appreciation : Expressions dealing with: Vercingétorix Charlemagne Guillaume le Conquérant Louis IX lle French history Jules César Astérix Dijon La Chanson de Roland La tapisserie de Bayeux Les Croisades s Expressions with faire FAIRE + infinitive On the right track Focus on reading or writing skills -Dates in - History -Discussing chronological events - Expressing dates

10 Course Outline Page 8 é L unité VIII L Histoire de la France Week 17 B Describing past events -Stating factual information -Sequencing events -Expressing obligation - Expressing incapability -Expressing criticism - Stating a preferences Expressions dealing with: Catherine de Médicis Louis XVI Le marquis de la Fayette Georges Haussmann lle History of France -Dates in French History -Discussing chronological events -Expressing dates s -Expressions with AVOIR -Past infinitive On the right track Focus on reading or writing skills

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