EAST PENNSBORO AREA COURSE: LFS 416 SCHOOL DISTRICT

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1 EAST PENNSBORO AREA COURSE: LFS 416 SCHOOL DISTRICT Unit: Grammar Days: Subject(s): French 4 Grade(s):9-12 Key Learning(s): Students will passively recognize target grammatical structures alone and in context. Students will actively use targeted vocabulary structures at the intermediate-high level in conversation and writing. Instructional Tools: Various texts SAS Unit Essential Question(s): (1) How can students communicate using the past, present, future, conditional, plus-que-parfait, and subjunctive mood to narrate and describe in all major time frames at the intermediate-high level? (2) How can students accurately apply rules for various verb tenses? (3) What are the differences between the conditional and future tense? (4) When is it necessary to employ the subjunctive mood? (5) Where should students place reflexive, direct, and indirect objects when narrating in the various time frames? (6) How can students use their knowledge of grammar concepts to speak in paragraph-length discourse? (7) How can students use their knowledge of grammatical concepts to narrate and describe with detail in all major time frames in texts up to a couple paragraphs in length? Written and oral communication using present, past, future, conditional, plus-que-parfait and subjunctive tenses. How can I use accurately (with some control to aspect) the present, past, future, conditional, and subjunctive tenses? Recombining learned material to express personal meaning in paragraph-length discourse. How can I combine my knowledge of verbs and the meaning of verbs to uniquely express myself, information related to their work, school, recreation, particular interests, and areas of competence? Identify different tenses in writing and conversation and properly translate them into English. How can I accurately identify and translate the different tenses (past, present, future, conditional, subjunctive, and plus-que-parfait)? 1

2 Verb conjugations (present, past tense, imperfect, near future, future, conditional, subjunctive) Reflexive verbs in all major time frames Direct, Indirect, and reflexive pronouns Conjunctions Question formation Students apply reflexive pronouns, indirect object pronouns, direct object pronouns in affirmative and negative sentences. Where do I place reflexive, indirect, and direct object pronouns when narrating in all major time frames and when using negations? Subject/Verb agreement Adjective Placement Direct Objects Indirect Objects Direct/Indirect Object Pronouns Past tense passe compose & imparfait Subjunctive tense Question Words Dictations Verb conjugations (present, past tense, imperfect, near future, future, conditional, subjunctive) Reflexive verbs in all major time frames Direct, Indirect, and reflexive pronouns Conjunctions Question formation Irregular verbs Regular verbs Past tense passe compose & imparfait Subjunctive mood plus-que-parfait near future (future proche) 2

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4 EAST PENNSBORO AREA COURSE: LFS 416 SCHOOL DISTRICT Unit: Oral & Written Comprehension Days: Subject(s): French 4 Grade(s):9-12 Key Learning(s): Students will use targeted vocabulary and grammar structures to comprehend written and spoken French. Instructional Tools: Various texts SAS Unit Essential Question(s): (1) What grammar and vocabulary do students need to know to comprehend writing presented in short stories and novels? (2) What grammar and vocabulary do students need to know to comprehend oral discourse and oral stories? (3) How are students able to respond appropriately in the target language to demonstrate their comprehension of written and spoken French? Strategies and skills to improve oral and written comprehension Translation of oral and written and French Responding to oral discourse through spoken response and writing What strategies and skills help one to read and comprehend spoken French? Subject/Verb agreement Adjective Placement Direct Objects Indirect Objects Direct/Indirect Object Pronouns Past tense passe compose & imparfait Subjunctive tense Question Words Responding to written French through spoken response and written response What vocabulary and structures does one need to know to translate spoken French into English? Subject/Verb agreement Adjective Placement Direct Objects Indirect Objects Direct/Indirect Object Pronouns Past tense passe compose & imparfait Subjunctive tense Question Words How is one able to respond orally and in writing in the target language to questions asked in the target language? Subject/Verb agreement Adjective Placement Direct Objects Indirect Objects Direct/Indirect Object Pronouns Past tense passe compose & imparfait Subjunctive tense Question Words 4

5 How is one able to to respond orally and in writing in the target language to written material? Subject/Verb agreement Adjective Placement Direct Objects Indirect Objects Direct/Indirect Object Pronouns Past tense passe compose & imparfait Subjunctive tense Question Words Dictations 5

6 EAST PENNSBORO AREA COURSE: LFS 416 SCHOOL DISTRICT Unit: Oral Expression Days: Subject(s): French 4 Grade(s):9-12 Key Learning(s): Students will actively use targeted vocabulary and grammar structures to communicate on an intermediate-high to advanced-low level using all major time frames. Students will learn how to use the future, conditional, pluperfect, present participle, and subjunctive mood in conversation and dialogue. Instructional Tools: Various texts SAS Unit Essential Question(s): (1) How can students convey ideas based on themed vocabulary and acquired structures? (2) How can students accurately use the past, present, future, conditional, pluperfect, and subjunctive mood? (3) What French do students need to use to communicate in paragraph-length discourse surrounding familiar topics? Students participate in communicative tasks with a complication Students negotiate meaning in the target language Students express information that is unique to their likes and interests What information do I need to provide to resolve a complication? What questions do I need to ask so I can fully understand my complication? 1. Formal discourse 2. Informal discourse 3. Question formation Students ask one another basic questions about likes, interests, and experiences in the target language. How can I ask for clarification, rephrasing, and confirming, what I think I have understood? Clarification 1. Repetition 2. Confirmation 3. Questioning 4. Negotiation of meaning Students present information about themselves and cultural topics. How can I combine words and knowledge of structures so I can express unique likes and interests? 1. Verbs pertaining to preference (aimer, preferer, adorer) 2. Adverb (souvent, de temps en temps, chaque jour, queleque fois) 3. Common irregular verbs (aller, partir, sortir, etre, avoir, faire) 4. Conjunctions (d'abord, puis, apres, enfin, plus tard) 5. Terminology specific to areas of interest (sports, music, friends, work, social life) Students narrate past events using paragraph-length discourse. 6

7 How do I use question words to write inversion questions and questions that use est-ce que both formally and informaly? 1. Question words (Qu'est-ce que, quand, ou, pourquoi, qui, est-ce que) What strategies can I use to help me feel confident when presenting (memorized information) in the target language? 1. Sentence formation 2. Grammar knowledge 3. Research skills How can I string sentences together to narrate past events and stories heard in class? 1. conjunctions 2. subject-verb agreement 3. tense 4. mood 5. adjective agreement 6. intonation 7

8 EAST PENNSBORO AREA COURSE: LFS 416 SCHOOL DISTRICT Unit: Vocabulary Days: Subject(s): French 4 Grade(s):9-12 Key Learning(s): Students will passively recognize target vocabulary in context. Students will actively use targeted vocabulary in conversation and writing. Instructional Tools: Various texts SAS Unit Essential Question(s): (1) What strategies do students use to recognize target vocabulary alone and in context? (2) How can the students use target vocabulary in written and oral communication? (3) How can students use their knowledge of vocabulary to accurately translate written and spoken material in French? (4) How can students accurately demonstrate their knowledge of the vocabulary by applying it to their lives? Students will accurately translate French vocabulary into English alone and in context. How can I use my knowledge of French to accurately translate written and spoken material in the target language? Health & médecine Travel & customs Food Sports Transportation Holidays Professions, trades, & jobs Art Famous people Students will respond to oral questions using the targeted vocabulary. How can I use my knowledge of French to respond to questions in a way that demonstrates my full comprehension of the subject material? Health & médecine Travel & customs Food Sports Transportation Holidays Professions, trades, & jobs Art Famous people Students will write stories in French using targeted vocabulary and grammar structures. How can I use grammar and vocabulary learned in class to create my own story? Tense (past, present, future, plus-queparfait, conditional, future, subjunctive) Noun, verb, adjective, adverb Subject pronoun Indirect, direct, and reflexive pronouns Subjunctive expressions (il faut que, il est necessaire que, il veut que) Reflexive verbs Health & médecine Travel & customs Food Sports Transportation Holidays Professions, trades, & jobs Art Famous people 8

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10 EAST PENNSBORO AREA COURSE: LFS 416 SCHOOL DISTRICT Unit: Written Expression Days: Subject(s): French 4 Grade(s):9-12 Key Learning(s): Students will demonstrate their ability to narrate and describe in all major time frames with some control of aspect. The students will compose simple summaries on familiar topics. They will combine sentences to form more complex thoughts which are often, but not always, of paragraph length. Instructional Tools: Various texts SAS Unit Essential Question(s): (1) How can students use their knowledge of grammar to write in the major time frames? (2) What vocabulary do students need to know to combine simple sentences to form more complex ideas? (3) How do students tie sentences together to write paragraph length discourse in the target language? Students will re-write stories told in class in different time frames. How do I change verbs to put them in different tenses? What is the exact meaning of the tenses in which I am writing? Present Passé compose Imparfait Future Conditional subjunctive Students will create new stories based on the structures they are learning in class How do I create a new story based on a story we told in class while still maintaining accuracy within the major time frames? Present Passe compose Imparfait Future Future proche Conditional Subjunctive Students will write personal information about what they did over weekends and breaks. How can I combine previously learned vocabulary and verb structures to relay information about personal activities? Present Passe compose Imparfait Future Future proche Conditional Subjunctive Students will write about future weekend plans, plans after high school, and what they want to do when they are older. Students will summarize French novels, pulling out major concepts and essential information. Students will summarize French film 10

11 Students will respond to simple questions in writing How can I use my knowledge of question formation to understand and respond appropriately to what someone is asking me? Students will write about the hypothetical realm. How I talk about things I would do and places I would visit if certain conditions existed? Students will use the subjunctive to impose their thoughts and feelings on others. How can I use the subjunctive mood to say what I want and think others can do? How can I use this mood to express obligations and necessities? Interrogative sentences Inversion Est-ce que Quel Que Quand Pourquoi Ou Avec qui Si clause Imperfect Conditional Verb endings Subjunctive Que + subjunctive Il faut que Il est necessaire que Je veux que Irregular verbs Verb endings 11