French Curriculum Guide

Transcription

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 1 st 9 WEEKS FRENCH 2- CURRICULUM YEARLY PLAN PER 9 WEEKS BON VOYAGE! (GLENCOE) French Curriculum Committee Required Material in Each Chapter (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) FCAT (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 Review Lessons: For UBD stage details, refer to the Bon Voyage Level I Understanding by Design curriculum guide. Friends and school The family The home Birthdays Food shopping Clothes shopping Traveling by train Traveling by airplane Summer weather and activities Soccer Daily routine Agreement of adjectives Present tense of être and aller Contractions Regular er verbs The partitive

4 Present tense of avoir and faire Present tense of vouloir and pouvoir The infinitive Present tense of prendre -ir and re verbs Present tense of sortir, partir, dormir, and servir Passé Composé with être Reflexive verbs in the passé composé Chapter 1- Les loisirs culturels Going to the movies Going to the theater Going to a museum Cultural sites in France African music Connections-Music Present tense of savoir and connaître Pronouns me, te, nous, vous Pronouns le, la, les Culture: Les loisirs culturels en France Connexions: La musique Chapter 2 La santé et la medicine Minor illness Parts of the body The doctor s office The pharmacy Pronouns lui, leur Present tense of souffrir and ouvrir Commands The pronoun en Culture: Une consultation Connexions: La diététique 2 nd nine weeks Chapter 3 Les télécommunications Computers Fax machines Telephones Making telephone calls Forming the imperfect Using the imperfect Culture: Le téléphone d hier et d aujourd hui Connexions: L ordinateur Chapter 4 Des voyages intéressants The train station

5 Riding in a train The airport Flying in an airplane The imperfect versus the passé compose Telling a story in the past tense Present tense of venir Prepositions with geographic names Culture: Les trains d hier et d aujourd hui Connnexions: L archéologie Chapter 5 La banque et la poste The bank Exchanging money Managing money The post office Mailing letters Relative pronouns qui and que Past participle agreement Reciprocal actions Negative Statements Culture: La semaine des jeunes Français Connexions:Les finances 3rd nine weeks Chapter 6 La gastronomie The kitchen Types of food Recipes Preparing food Forming the future tense Two pronouns in the same sentence me, te, nous, vous with le, la, les Faire + infinitive Culture: Un voyage gastronomique Connexions: La cuisine et moi, ça fait deux! Chapter 7 La voiture et la route Traveling by car Trucks and motorcycles Reading a map Driving on the highway The conditional The future and conditional of irregular verbs Si clauses Two pronouns in the same sentence lui, leur with le, la, les Culture: La conduite en France Connexions: L écologie

6 Chapter 8 Un accident et l hôpital Accidents The emergency room Parts of the body The doctor s office Surgery Interrogative and relative pronouns Commands with pronouns The superlatives of adjectives Expressing better Culture: A l Hôtel-Dieu, à toute vitesse! Connexions: Louis Pasteur et l Institut Pasteur 4th 9 weeks Chapter 9 L hôtel Checking into a hotel The hotel room The bathroom Checking out of a hotel Passé Composé: être or avoir The pronoun y Pronoun + en Formation of adverbs Culture: L Hôtel de la Gare Connexions: Le langage Chapter 10 Les transports en commun The subway The bus Questions Venir de + infinitive Expressing time Culture: Les transports en commun à Paris Connexions:La littérature Chapter 11- A la ville et à la campagne The city Parking in the city The country Farm animals Lequel and celui-là Present tense of suivre, conduire, vivre Infinitive after prepositions Culture: Une famille d agriculteurs Connexions: La démographie

7 Title: Bon Voyage Subject/Course: French Level II Topic: Chapter 1: Les Loisirs culturels Grade(s):9-12 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.2.1.4, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A Culture: B.1.1.2, B.1.1.3, B Connections: C.1.1.1, C.1.2.1, C.1.2.2, C Comparisons: D Experiences: Understanding(s) Students will understand that. 1. Films can be viewed in an original version (with subtitles) or with a dubbed soundtrack. 2. As in English, entertainment and the arts can be classified according to type. 3. French uses two verbs to express the English to know. 4. In French direct and indirect object pronouns are used to refer to people or things already mentioned. 5. Object pronouns in French are placed before the verb. 6. Direct object pronouns reflect the gender and number of the noun they replace. 7. Music from Africa is an example of the great variety of musical expression throughout the French speaking world. Essential Question(s) 1. What are the different ways in which one may view a foreign language film? 2. What are the major types or genres of artistic expression in art, music, and films? 3. What are the two verbs that mean to know and what is the difference in use and meaning? 4. What are the object pronouns used in French? 5. Are the object pronouns used in the same way as in English? 6. How does one determine the form (gender and number) of object pronouns and their placement in a sentence? 7. What kinds of music are typical of Africa and other French speaking countries? Students will know Students will be able to. 1. discuss movies, plays, and museums 2. tell what you know and whom you know 3. tell what happens to you or someone else 4. refer to people and things already mentioned 5. talk about some cultural activities in Paris 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.

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

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 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.

10 Title: Bon Voyage Subject/Course: French Level II Topic: Chapter 2: La santé et la médecine Grade(s):9-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.1.2, A.1.1.3, A.1.2.2, A.2.1.2, A.2.1.3, A.2.2.1, A.2.2.5, A.3.1.1, A Culture: B Connections: C.1.2.1, C Comparisons: D.1.2.1, D.1.2.2, D Experiences: E Understanding(s) Students will understand that. 1. It is important to be able to express that one is sick or in pain and talk about medicines. 2. Indirect object pronouns expressing to him, to her, to them have singular and plural forms. 3. Some IR verbs are conjugated like ER verbs. 4. There is a specific verb form to use when giving commands (telling people what to do). 5. There is one object pronoun to replace an expression using a form of de or quantity expressions. 6. There are some differences in health care systems in different countries. 7. There are differences in the way French and American people talk about some ailments. Essential Question(s) 1. What are the primary expressions that indicate that one is sick or in pain? 2. What are the 3 rd person direct object pronouns and where are they placed in the sentence? 3. What are the present tense verb endings for infinitives ending in vrir and ffrir? 4. What is a command form of a verb and when is it used? 5. What is the meaning of en and how is it used? 6. What are some differences in health care systems in different countries? 7. What are some common expressions used to indicate general indigestion? Students will know Students will be able to. 1. explain a minor illness to a doctor 2. have a prescription filled at a pharmacy 3. tell for whom something is done 4. talk about some more activities 5. give commands 6. refer to people, places, and things already mentioned 7. discuss medical services 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.

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 II Topic: Chapter 3: Les télécommunications Grade(s):9-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.1, A.1.2.3, A.1.3.1, A.1.3.3, A.1.3.4, A.2.2.1, A.2.2.2, A.2.2.3, A.2.2.4, A.2.2.5, A.2.2.7, A.3.2.1, A.3.2.2, A.3.2.3, A.3.3.1, A Culture: B.1.2.2, B Connections: C.1.2.2, C.2.2.1, C.2.2.3, C Comparisons: D.1.2.2, D Experiences: E Understanding(s) Students will understand that. 1. There are two past tenses in French. 2. All verbs are regular in the imperfect, except être. 3. There are different uses for each of the past tenses. 4. The imperfect and passé compose are typically used in combination when narrating a story. 5. Many English expressions have been adopted by the French to express computer terms. Essential Question(s) 1. What are the two past tenses in French? 2. How does one form the imperfect and what is the only exception? 3. What are the different uses of the passé compose and the imperfect? 4. How does one apply the uses of passé compose and imperfect when telling a story? 5. What are some examples of English computer expressions used in French? Students will know Students will be able to. 1. talk about computers, , the Internet, faxes and telephones 2. talk about habitual and continuous actions in the past 3. narrate in the past 4. discuss today s telecommunications 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 II Topic: Chapter 4: Des voyages intéressants Grade(s):9-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.1, A.1.3.1, A.1.3.3, A.2.2.3, A.2.2.5, A.3.2.2, A.3.2.3, A.3.3.1, A.3.3.2, A Culture: B.1.3.1, B.1.3.3, B Connections: C.1.2.2, C.2.2.1, C Comparisons: D Experiences: Understanding(s) Students will understand that. 1. The decision to use the passé compose or the imperfect is dependent upon the type of action described (definite time frame versus indefinite time frame). 2. Infinitives containing venir follow the same conjugation rules as venir itself. 3. There are specific rules governing which preposition is proper to use before a geographical noun. 4. There are different types of trains in use in France, providing domestic or international transportation. Essential Question(s) 1. What kind of actions require imperfect and passé compose? 2. How does one conjugate the venir family of verbs? 3. How does one determine which preposition to use before a geographical noun? 4. What are the different types of trains in use in France today? Students will know Students will be able to. 1. talk about train travel 2. talk about air travel 3. describe past events 4. identify cities, countries and continents 5. discuss old and modern trains 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. Other Evidence 1. Quizzes and tests 2. Homework 3. Lab usage

17 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.

18 Title: Bon Voyage Subject/Course: French Level II Topic: Chapter 5: La banque et la poste Grade(s):9-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.3.1, A.2.2.5, A.3.2.2, A.3.2.3, A Culture: B.1.2.2, B.1.3.3, B Connections: C Comparisons: Experiences: Understanding(s) Students will understand that. 1. The relative pronouns qui and que correspond to the English that which, who (whom for que). 2. The difference between the relative pronouns qui and que is based on the function of the relative pronoun in the sentence (subject versus direct object). 3. Past participles must agree with a preceding direct object. 4. Reflexive pronouns can express a reciprocal action or interaction between two or more people; they can be either a direct or indirect object. 5. The negative expressions personne ne and rien ne are sometimes used as the subject of a sentence. 6. Since French teens rarely work after school, their personal spending money is limited to that which their parents can provide. Essential Question(s) 1. What are the uses of qui and que as relative pronouns? 2. How does one determine the function of a relative pronoun in order to choose between qui and que? 3. How does one make a past participle agree with a preceding direct object? 4. What is meant by reciprocal action or interaction, and how are reflexive verbs used to express such action? 5. How does one express no one or nothing as the subject of a sentence? 6. What are the similarities and differences in the spending habits of French and American teenagers? Students will know Students will be able to. 1. talk about using the services of the bank 2. use words and expressions related to postal services 3. give more information in one sentence 4. refer to people and things already mentioned 5. tell what you and others do for one another 6. make negative statements 7. talk about teen spending habits 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.

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

20 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.

21 Title: Bon Voyage Subject/Course: French Level II Topic: Chapter 6: La gastronomie Grade(s):9-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.1, A.1.2.3, A.1.3.1, A.2.2.1, A.2.2.3, A.2.2.5, A.3.2.2, A.3.2.3, A.3.3.1, A Culture: B.1.2.2, B.1.3.3, B Connections: C Comparisons: D Experiences: Understanding(s) Students will understand that. 1. To express will plus an action (future action) in regular verbs, a set pattern of endings is added to the verb infinitive (the RE group must drop the e ). 2. The verbs être, faire, aller, and avoir have an irregular stem in the future tense. 3. In spoken French, aller plus an infinitive (futur proche) is often used instead of the future tense. 4. The future tense after quand must be used when the main clause verb is in the future tense. 5. When more than one object pronoun is used in a sentence, there is a specific set of rules regarding word order. 6. The verb faire plus an infinitive is used to express what an individual has others do for himself or herself. 7. Different provinces in France are known for cuisine typical of their region. Essential Question(s) 1. How does one form the future tense? 2. What are the irregular stems for être, faire, aller and avoir? 3. How does one determine when the future tense must be used instead of the futur proche? 4. What is the correct word order when more than one object pronoun is used in a sentence? 5. How does one express to have something done for oneself by another person? 6. What factors influence the type of cuisine that is typical of a given region in France? Students will know Students will be able to. 1. talk about food and food preparation 2. describe future events 3. refer to people and things already mentioned 4. tell what you have others do 5. discuss the cuisine of various French provinces 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.

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

23 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.

24 Title: Bon Voyage Subject/Course: French Level II Topic: Chapter 7: La voiture et la route Grade(s):9-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.1, A.1.2.3, A.1.3.1, A.2.2.1, A.2.2.3, A.2.2.5, A.3.2.2, A.3.2.3, A.3.3.1, A.3.3.2, A Culture: B.1.2.2, B Connections: C.1.2.2, C.2.2.1, C Comparisons: D Experiences: Understanding(s) Students will understand that. 1. The conditional tense expresses what would or could happen. 2. To form the conditional tense, a set pattern of endings is added to the verb infinitive (the RE group must drop the e ). 3. There are many frequently used verbs which have irregular future and conditional stems. 4. The verb tense in an if clause is determined by the verb tense in the main clause, and vice versa. 5. Le-la-les-/lui-leur combinations always use alpha word order. 6. There are similarities and differences between France and the United States with respect to highways and driving. Essential Question(s) 1. How does one express would plus a verb? 2. How does one form the conditional tense? 3. What verbs are irregular in the future and conditional tenses? 4. What are the correct verb tense combinations for if clauses and main clauses? 5. What is the proper word order of le-la-les-/lui-leur combinations? 6. How is getting a license and driving a car different in France than in the United States? Students will know Students will be able to. 1. talk about cars and driving 2. give directions on the road 3. talk about what would happen under certain conditions 4. describe future events 5. refer to something already mentioned 6. talk about driving and highways 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.

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

26 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.

27 Title: Bon Voyage Subject/Course: French Level II Topic: Chapter 8: Un accident et l hôpital Grade(s):9-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.3, A.1.3.1, A.1.3.3, A.2.2.5, A.2.3.4, A.3.2.1, A.3.2.2, A.3.2.3, A.3.3.1, A Culture: B Connections: C.1.2.2, C Comparisons: Experiences: E , E Understanding(s) Students will understand that. 1. There is more than one way to express what in French. 2. Some object pronouns used with the imperative vary in form and position depending on the type of command (i.e. affirmative versus negative). 3. To express the superlative use the definite article with plus or moins. 4. The superlative of bon and bien are irregular. 5. French emergency services are similar to the United States, but how they are funded is different. Essential Question(s) 1. How does one express what in French? 2. Which object pronouns have more than one form in the imperative and what is the correct position of an object pronoun in a command? 3. How does one express the most and the least? 4. How does one express better and best? 5. What are the similarities and differences in medical care and emergency services in France and the US? Students will know Students will be able to. 1. talk about accidents and medical problems 2. talk about emergency room procedures 3. ask different types of questions 4. tell people what to do 5. compare people and things 6. talk about a medical emergency 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.

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

29 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.

30 Title: Bon Voyage Subject/Course: French Level II Topic: Chapter 9: L hôtel Grade(s):9-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.1, A.1.2.3, A.1.3.1, A.1.3.3, A.2.2.3, A.2.2.5, A.2.3.4, A.3.2.2, A.3.2.3, A.3.3.1, A.3.3.2, A Culture: B.1.2.1, B.1.2.2, B Connections: C Comparisons: D Experiences: Understanding(s) Students will understand that. 1. Some verbs may be conjugated in the passé compose with être or avoir. 2. The pronound y is used to refer to a place already mentioned. 3. The pronoun en is used to refer to a person or thing already mentioned. 4. Most adverbs are formed by adding -ment to an adjective. 5. Hotels in France vary in price. Essential Question(s) 1. How does one choose whether être or avoir should be used as the auxiliary verb? 2. What is the function of y as a pronoun? 3. What is the function of en as a pronoun? 4. How does one express English adverbs ending in -ly? 5. How do French hotels compare with hotels elsewhere? Students will know Students will be able to. 1. check into and out of a hotel 2. ask for things you may need while at a hotel 3. talk about past actions 4. refer to previously mentioned places 5. talk about people and things already mentioned 6. describe how you do things 7. talk about hotels 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.

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

32 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.

33 Title: Bon Voyage Subject/Course: French Level II Topic: Chapter 10: Les transports en commun Grade(s):9-12 Designer(s): French Curriculum Committee STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.1, A.1.3.1, A.2.2.1, A.2.2.3, A.2.2.5, A.2.2.7, A.2.3.4, A.3.2.1, A.3.2.2, A.3.2.3, A.3.3.1, A Culture: B Connections: C.1.2.2, C.2.2.1, C Comparisons: D Experiences: Understanding(s) Students will understand that. 1. There are various ways to ask questions in French. 2. Some question forms are more formal than others. 3. The verb expression venir de plus an infinitive is used to express what has just happened. 4. Actions which began in the past and continue in the present use a present tense verb. 5. There are a variety of public transportation options available in France. Essential Question(s) 1. What are the structurally different ways to ask a question? 2. Which question structures are formal and which ones are informal? 3. How does one say to have just. plus a verb ( i.e. I have just phoned my friend.)? 4. How does one use expressions such as depuis and depuis quand to talk about actions begun in the past and continuing in the present? 5. What are the types of public transporation available in France? Students will know Students will be able to. 1. talk about public transportation 2. request information formally and informally 3. tell what you and others have just done 4. find out how long someone has been doing something 5. talk about taking the bus and subway in Paris 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.

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

35 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.