Elizabethtown Area School District French III

Transcription

1 Elizabethtown Area School District French III Course Number: 610 Length of Course: 18 weeks Grade Level: Elective Total Clock Hours: 120 Length of Period: 80 minutes Date Written: Spring 2009 Periods per Week/Cycle: 5 Written By: S. Crawford Credits (if app): 1 Weighting: 1.0 Prerequisite: French II Course Description: In the third level, students will expand upon the skills practiced and the knowledge gained in previous levels. Ability to read and write in French will be enhanced. Students will also learn more about the people and places that make the French and France so interesting. Knowledge of other subject areas will be enriched as students write resumes, discuss contemporary social and political problems, and study French history. Students will also read short stories that will increase in difficulty as the semester progresses, culminating in the reading and discussion of the Classic French Novel, Le Petit Prince by Antoine de Saint Exupery. 1

2 I. Overall Course/Grade Level Standards Students will KNOW and be able TO DO the following as a result of taking this course. A) Hold a conversation related to school, contemporary and social issues, history, leisure activities, traveling and relationships. B) Ask questions. C) Talk about the past, present, and future. D) Express what may or may not happen. E) Compare people and things. F) State observations, opinions, reactions, and emotions. G) Show ownership. H) Refer to people, places and things already mentioned. I) Identify people and things. J) Read and discuss in the Target Language Mini-stories and a novel. 2

3 II. Content Major Areas of Study List all units of study below: Unit Estimated Time Materials 1. Back to School 2 weeks Texts, realia, mini-stories, 2. Relationships 2 weeks Texts, realia, mini-stories, 3. Popular Culture 3 weeks Texts, realia, mini-stories, 4. Employment 3 weeks Texts, realia, mini-stories, 5. Traveling 3 weeks Texts, realia, mini-stories, 7. Social Problems 2 weeks Texts, realia, mini-stories, 8. The Little Prince 3 weeks Le Petit Prince, 3

4 III. Course Assessments Check types of assessments to be used in the teaching of the course and provide examples of each type. Objective Tests/Quizzes Constructed Responses Essays Reports Projects Portfolios Presentations Performance Tasks Oral Presentations Response Journals Logs Computer Simulations Research Papers Class Participation Note Taking Daily Assignments Writing Samples Provide copies of common assessments that will be utilized for all students taking this course. Overall course/grade level standards will be measured by a common course assessment. Unit objectives will be measured on an ongoing basis as needed by the classroom teacher to assess learning and plan for instruction. List common assessments below and recommend date/time frame for administration (at least quarterly). Name of Common Assessment When given? 1. Unit tests At the end of each unit of study 2. Final Exam At the end of the semester 4

5 Current grading scale : A 83-91: B 74-82: C 65-73: D 0-64: F ACTFL Proficiency Guidelines See below IV. Expected levels of achievement The following scoring documents have been developed for this course: Level III: Listening: Intermediate-High Able to sustain understanding over longer stretches of connected discourse on a number of topics pertaining to different times and places; however, understanding is inconsistent due to failure to grasp main ideas and/or details. Thus, while topics do not differ significantly from those of an Advanced level listener, comprehension is less in quantity and poorer in quality. Speaking: Intermediate-Mid Speakers at the Intermediate-Mid level are able to handle successfully a variety of uncomplicated communicative tasks in straightforward social situations. Conversation is generally limited to those predictable and concrete exchanges necessary for survival in the target culture; these include personal information covering self, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, travel and lodging. Intermediate-Mid speakers tend to function reactively, for example, by responding to direct questions or requests for information. However, they are capable of asking a variety of questions when necessary to obtain simple information to satisfy basic needs, such as directions, prices and services. When called on to perform functions or handle topics at the Advanced level, they provide some information but have difficulty linking ideas, manipulating time and aspect, and using communicative strategies, such as circumlocution. Intermediate-Mid speakers are able to express personal meaning by creating with the language, in part by combining and recombining known elements and conversations input to make utterances of sentence length and some strings of sentences. Their speech may contain pauses, 5

6 reformulations and self-corrections as they search for adequate vocabulary and appropriate language forms to express themselves. Because of inaccuracies in their vocabulary and/or pronunciation and/or grammar and/or syntax, misunderstandings can occur, but Intermediate- Mid speakers are generally understood by sympathetic interlocutors accustomed to dealing with non-natives. Reading: Intermediate-High Able to handle successfully most uncomplicated communicative tasks and social situations. Can initiate, sustain, and close a general conversation with a number of strategies appropriate to a range of circumstances and topics, but errors are evident. Limited vocabulary still necessitates hesitation and may bring about slightly unexpected circumlocution. There is emerging evidence of connected discourse, particularly for simple narration and/or description. The Intermediate- High speaker can generally be understood even by interlocutors not accustomed to dealing with speakers at this level, but repetition may still be required. Writing: Intermediate-High Able to meet most practical writing needs and limited social demands. Can take notes in some detail on familiar topics and respond in writing to personal questions. Can write simple letters, brief synopses and paraphrases, summaries of biographical data, work and school experience. In those languages relying primarily on content words and time expressions to express time, tense, or aspect, some precision is displayed; where tense and/or aspect is expressed through verbal inflection, forms are produced rather consistently, but not always accurately. An ability to describe and narrate in paragraphs is emerging. Rarely uses basic cohesive elements such as pronominal substitutions or synonyms in written discourse. Writing, though faulty, is generally comprehensible to natives used to the writing of non-natives. 6

7 Name of Unit: Back to School Essential Question: Quelles sont les différences entres les systèmes scholaires dans le monde francophone et chez nous? (What are the major differences in the scholastic systems of the Francophone world and here?) Aligned to Aligned to PA Priority Course Standard Standard 1. Identify school supplies in French language. E 1.1 N/A 2. Review object pronouns. E 1.2 N/A 3. Review interrogative pronouns. E 1.1 N/A 4. Review present and past tense of regular and irregular verbs. E 1.1, 2.1, 2.2, 4.2 N/A 5. Use sports vocabulary. I 1.1, 2.1, 2.2, 4.2 N/A 6. Discuss role of school and sports outside of France. I 2.1, 2.2 N/A 4a

8 Name of Unit: Relationships Essential Question: Pourquoi est l etiquette culturelle importante savoir dans n importe quelle situation? (Why is culture wherewithal important to know no matter the social setting?) Priority Aligned to Course Standard Aligned to PA Standard 1. Develop vocabulary to describe reactions and E 1.1 N/A emotions. 2. Describe culture related to travel documents. E 2.1, 2.2 N/A 3. Review imperfect tense. E 3.2, 4.1 N/A 4. Use present participles. I 1.1, 1.3, 4.1 N/A 5. Review reflexive constructions. I 1.1, 1.3, 4.1 N/A 6. Use all types of negative expressions. I 1.1, 1.3 N/A 4b

9 Name of Unit: Popular Culture Essential Question: Pourquoi est la vie de loisirs si importante pour les francophone. Avons-nous la même méntalité chez nous? (Why is leisure such a critical part of francophone culture? Do we have the same attitude here?) Aligned to Aligned to PA Priority Course Standard Standard 1. Develop an art vocabulary. E 1.1, 2.1, 2.2, 4.2 N/A 2. Discuss French pursuits and accomplishments in E 2.1, 2.2 N/A popular culture. 3. Explain the different uses of the past tenses. E 1.1, 1.3, 4.1 N/A 4. Identify and use verbs conjugated like plaire (to E 1.1, 1.3, 4.1 N/A please). 5. Form and use the subjunctive mood. E 1.1, 1.3 N/A 6. Review use of c est and il est. I 1.1, 1.3 N/A 4c

10 Name of Unit: Employment Essential Question: La majorité des jeunes en France ne commencent pas travailler jusqu à l âge de 27 ans. Est-ce que ce phenomène arrive ici? Pourquoi ou pourquoi pas? (The majority of your French adults do not begin their careers until approximately 27 years old. Is that similar here? Why or why not?) Aligned to Aligned to PA Priority Course Standard Standard 1. Develop vocabulary related to working in France. E 1.1, 1.2, 2.2, 4.2 N/A 2. Describe culture related to working in France. E 2.1, 2.2 N/A 3. Gain an understanding of more uses of the E 1.1, 1.3 N/A subjunctive. 4. Use relative pronouns ce qui and ce que. I 1.2 N/A 5. Use present perfect tense ( depuis ). I 1.1, 1.3, 4.1 N/A 4d

11 Name of Unit: Traveling Essential Question: Quand nous voyageons, il faut être bien eduqué. Pourquoi en pensez-vous? (When we travel, it is important to be well educated about your destination. Why is that?) Priority Aligned to Course Standard Aligned to PA Standard 1. Develop vocabulary related to travel in Canada E 1.1 N/A and Caribbean. 2. Discuss culture related to travel in Canada and the E 1.1 N/A Caribbean. 3. Describe more uses of the subjunctive. E 1.1, 1.3 N/A 4. Form and use the conditional. E 1.1, 1.3 N/A 5. Use relative pronoun dont. I 1.2 N/A 6. Form and use verbal expressions followed by de. 7. Identify culturally significant people and events in French history. 8. Identify several important French historical monuments. I 1.1, 1.3, 4.1 N/A I 2.1, 2.2 N/A I 1.1, 2.1, 2.2, 4.2 N/A 4e

12 Name of Unit: Social Problems Essential Question: Dans le monde francophone, il y a tant de problèmes qui nous affectent aussi. Pouvez-vous en penser et puis, expliquez le connection de notre vie. (The francophone world experiences many problems that can also be found in our own culture. They may also affect us. Can you think of some and then explain HOW they impact American Culture?) Priority Aligned to Course Standard Aligned to PA Standard 1. Use vocabulary related to social climate in E 1.1 N/A francophone countries. 2. Use interrogative pronouns. E 1.1. N/A 3. Form and use if.then statements. I 1.1, 1.3 N/A 4. Use demonstrative pronouns. I 1.1, 1.3 N/A 5. Express observations and opinions. E 1.1, 1.3 N/A 6. Discuss culture related to social climate in francophone countries and foreign influences. E 2.1, 2.2 N/A 4f

13 Name of Unit: Le Petit Prince Essential Question: Ce livre est un oeuvre de fiction et aussi une classique dans la litérature des enfants. Quels sont les qualifications d après vous de classique et aussi pourquoi lisez-vous? (The book is a work of fiction and is also considered to be a children s classic. According to you, what are the qualifications of a classic novel and why do you read?) 1. Describe and discuss the main idea, determine the main ideas and interpret the story in the Target Language. 2. Review different grammatical tenses from all levels of French. Priority Aligned to Course Standard Aligned to PA Standard E 1.1, 1.2, 1.3, 3.1 N/A E 1.1, 1.3, 2.1, 4.1 N/A 4g