French 1 Curriculum Map (2014)

Transcription

1 French 1 Curriculum Map (2014) Broad Topic/Unit Title: (1) Greetings Pacing Guide: 16 days Learning Standards: Communication: 1.3 Ask and answer questions* 1.4 Make and respond to requests 2.7 Read authentic and adapted materials, such as short stories, narratives, advertisements, and brochures* 2.8 Understand important ideas and details in highly contextualized authentic and adapted texts 3.3 Express agreement and disagreement 3.4 Describe people, places, and things Culture: 4.4 Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments* 4.5 Identify distinctive contributions made by people in the target culture* 4.7 Demonstrate knowledge of the target culture s geography by naming features such as rivers, mountains, cities, and climate on maps* Comparisons: 6.1 Ask and answer questions regarding different forms of communication in the target culture and their own such as signs, symbols, displays, and inscriptions* 6.2 Describe the patterns of behavior of the target culture such as celebrations and compare/contrast them with those of their own culture* 6.3 Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own 5.2. Give examples of ways in which the target language differs from English Connections: 7.1 Obtain information and knowledge related to other disciplines from sources in the target language; obtaining geographical information from printed maps and travel guides Communities: 8.1 Apply knowledge of the target language and culture beyond the classroom setting* -reading and writing or letters; making and exchanging drawings or photographs, and discussing them orally or in letters

2 Essential Questions Why learn another language? What are my motivations to learn French? What might be communicated by different greetings and the two French forms of the word you? Objectives The students will : Grammar: Numbers to 30 Subject/verbs/pronouns Classroom objects and expressions Accents and special characters Verb avoir Culture: les gestes Skills Greet others, count, say ages, talk about themselves, the classroom and what they have Vocabulary Introductions, how someone is doing, how old they are, spelling Accommodations/Extensio ns Print out notes, allow extra time for tests, projects. Give different opportunities for projects. Discover new opportunities of how to approach a lesson depending on students needs. Resources: Bien Dit Level 1, corresponding CD/DVD, Smartboard, my.hrw.com Common Labs/Experiences/Lessons: Language lab, conjugation of verbs Assessments: Vocab 1/Grammaire 1 Quiz; Verb Quiz; Chap 1 Test

3 Broad Topic/Unit Title: (2) What pleases you? Pacing Guide: 20days Learning Standards: Communication: 1.3 Ask and answer questions* 1.4 Make and respond to requests 1.6 Express likes and dislikes 2.7 Read authentic and adapted materials, such as short stories, narratives, advertisements, and brochures* 2.8 Understand important ideas and details in highly contextualized authentic and adapted texts 3.3 Express agreement and disagreement 3.4 Describe people, places, and things Culture: 4.4 Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments* 4.5 Identify distinctive contributions made by people in the target culture* 4.7 Demonstrate knowledge of the target culture s geography by naming features such as rivers, mountains, cities, and climate on maps* Comparisons: 5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target language* 5.2 Give examples of ways in which the target language differs from/is similar to English* 6.1 Ask and answer questions regarding different forms of communication in the target culture and their own such as signs, symbols, displays, and inscriptions* 6.2 Describe the patterns of behavior of the target culture such as celebrations and compare/contrast them with those of their own culture* 6.3 Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own Connections: 7.1 Obtain information and knowledge related to other disciplines from sources in the target language; obtaining geographical information from printed maps and travel guides reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it using the learning standards from the Literature Strand of the English Language Arts Framework 7.2 Obtain information and knowledge related to other disciplines from sources in the target language* Examples of this include: obtaining political and economic information from newspapers, other print sources, and interactive CD roms in the target language Communities: 8.1 Apply knowledge of the target language and culture beyond the classroom setting* -reading and writing or letters; making and exchanging drawings or photographs, and discussing them orally or in letters

4 Essential Questions How fluent do I need to be in order to explain what I like and dislike? How do I keep a conversation going? How does my nationality shape what I like to do? Objectives Students will: Ask: * about likes/dislikes *how often you do an activity *how well you do something *Preferences Will use: Definite articles -er verbs Irregular plurals Contractions with à Conjunctions Est-ce que Skills Talk and write about preferences Create grammatically correct sentences. Construct questions by multiple sentence structures Ask how well someone can do something Vocabulary -er verbs to do School vocabulary Sports and leisure vocabulary Accommodations/Extensio ns Print out notes, allow extra time for tests, projects. Give different opportunities for projects. Discover new opportunities of how to approach a lesson depending on students needs. Resources: Bien Dit Level 1, corresponding CD/DVD, Smartboard, my.hrw.com; itslearning for project Common Labs/Experiences/Lessons: Creating dialogues of what students like and responses. Assessments: Vocab/Grammaire Quiz; Expressions of like and dislike project online, Describing what people like in class (visual/oral);unit Test

5 Broad Topic/Unit Title: Chap 3 What is your familylike? Pacing Guide: 18 days Learning Standards: Communication: 1.3 Ask and answer questions* 1.4 Make and respond to requests 1.6 Express likes and dislikes 2.7 Read authentic and adapted materials, such as short stories, narratives, advertisements, and brochures* 2.8 Understand important ideas and details in highly contextualized authentic and adapted texts 3.3 Express agreement and disagreement 3.4 Describe people, places, and things Culture: 4.4 Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments* 4.5 Identify distinctive contributions made by people in the target culture* 4.7 Demonstrate knowledge of the target culture s geography by naming features such as rivers, mountains, cities, and climate on maps* Comparisons: 5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target language* 5.2 Give examples of ways in which the target language differs from/is similar to English* 6.1 Ask and answer questions regarding different forms of communication in the target culture and their own such as signs, symbols, displays, and inscriptions* 6.2 Describe the patterns of behavior of the target culture such as celebrations and compare/contrast them with those of their own culture* 6.3 Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own Connections: 7.1 Obtain information and knowledge related to other disciplines from sources in the target language; obtaining geographical information from printed maps and travel guides reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it using the learning standards from the Literature Strand of the English Language Arts Framework 7.2 Obtain information and knowledge related to other disciplines from sources in the target language* Examples of this include: obtaining political and economic information from newspapers, other print sources, and interactive CD roms in the target language

6 Essential Questions What is a family? How do your family relationships shape your view of the world? Objectives Will ask about and describe people Ask for and give opinion Identify family members Ask about someone s family Will use: Verb être Adjective agreement Irregular adjectives Possessive adjectives Contractions with de C est vs. il/elle est Skills Create sentences with correct adjective agreement with feminine and masculine nouns Describe personality and physical traits Use the verb to be in context. Vocabulary Description words Different possessive adjectives Contractions Family members Accommodations/Extensio ns Print out notes, allow extra time for tests, projects. Give different opportunities for projects. Discover new opportunities of how to approach a lesson depending on students needs. Resources: Bien Dit Level 1, corresponding CD/DVD, Smartboard, my.hrw.com; Family crest website Common Labs/Experiences/Lessons: Family tree/family crest/culture Assessments: Chap Quiz, Family Tree project, Chap Test

7 Broad Topic/Unit Title: (4) The school year Pacing Guide: 15 days Learning Standards: Communication: 1.3 Ask and answer questions* 1.4 Make and respond to requests 1.6 Express likes and dislikes 2.7 Read authentic and adapted materials, such as short stories, narratives, advertisements, and brochures* 2.8 Understand important ideas and details in highly contextualized authentic and adapted texts 3.3 Express agreement and disagreement 3.4 Describe people, places, and things Culture: 4.4 Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments* 4.5 Identify distinctive contributions made by people in the target culture* 4.7 Demonstrate knowledge of the target culture s geography by naming features such as rivers, mountains, cities, and climate on maps* Comparisons: 5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target language* 5.2 Give examples of ways in which the target language differs from/is similar to English* 6.1 Ask and answer questions regarding different forms of communication in the target culture and their own such as signs, symbols, displays, and inscriptions* 6.2 Describe the patterns of behavior of the target culture such as celebrations and compare/contrast them with those of their own culture* 6.3 Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own 6.4 Identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture* Connections: 7.1 Obtain information and knowledge related to other disciplines from sources in the target language; obtaining geographical information from printed maps and travel guides reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it using the learning standards from the Literature Strand of the English Language Arts Framework 7.2 Obtain information and knowledge related to other disciplines from sources in the target language* Examples of this include: obtaining political and economic information from newspapers, other print sources, and interactive CD roms in the target language Communities:

8 8.1 Apply knowledge of the target language and culture beyond the classroom setting* -reading and writing or letters; making and exchanging drawings or photographs, and discussing them orally or in letters Essential Questions What does the French school day show about national priorities? What are the advantages to knowing numbers to 1000? Objectives Ask about classes Ask for and give opinion Ask others what they need and tell them what I need Inquire about and buy something Will use: -re verbs -ger/-cer verbs Days of the week Shoe verbs Agreement with numbers Skills Will tell time Read French Schedule Conjugate re verbs Learn numbers through 1000 Vocabulary School vocab with classes Time colors Accommodations/Extensio ns Print out notes, allow extra time for tests, projects. Give different opportunities for projects. Discover new opportunities of how to approach a lesson depending on students needs. Resources: Bien Dit Level 1, corresponding CD/DVD, Smartboard, my.hrw.com; itslearning for project; supplemental reading Images -McDougall Common Labs/Experiences/Lessons: Developing a schedule in French. Assessments: Vocab/Grammaire Quiz; Expressions of like and dislike project online, Describing schedule (visual/oral);unit Test

9 Broad Topic/Unit Title: (5) Free time Pacing Guide: 23 Learning Standards: Communication: 1.3 Ask and answer questions* 1.4 Make and respond to requests 1.6 Express likes and dislikes 2.7 Read authentic and adapted materials, such as short stories, narratives, advertisements, and brochures* 2.8 Understand important ideas and details in highly contextualized authentic and adapted texts 3.3 Express agreement and disagreement 3.4 Describe people, places, and things Culture: 4.13 Identify, on maps and globes, the location(s) and major geographic features of countries where the target language is or was used* 4.4 Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments* 4.5 Identify distinctive contributions made by people in the target culture* 4.7 Demonstrate knowledge of the target culture s geography by naming features such as rivers, mountains, cities, and climate on maps* Comparisons: 5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target language* 5.2 Give examples of ways in which the target language differs from/is similar to English* 6.1 Ask and answer questions regarding different forms of communication in the target culture and their own such as signs, symbols, displays, and inscriptions* 6.2 Describe the patterns of behavior of the target culture such as celebrations and compare/contrast them with those of their own culture* 6.3 Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own Connections: 7.1 Obtain information and knowledge related to other disciplines from sources in the target language; obtaining geographical information from printed maps and travel guides reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it using the learning standards from the Literature Strand of the English Language Arts Framework 7.2 Obtain information and knowledge related to other disciplines from sources in the target language* Examples of this include: obtaining political and economic information from newspapers, other print sources, and interactive CD roms in the target language Communities: 8.1 Apply knowledge of the target language and culture beyond the classroom setting* -reading and writing or letters; making and exchanging drawings or photographs, and discussing them orally or in letters

10 Essential Questions How does weather affect a society? How do the seasons and the weather influence your plans? Objectives Students will: Ask: About interests Ask how often someone does an activity Extend,accept, refuse invitations Make plans Will use: Faire Question words Adverbs Future proche Venir/aller Avoir phrases Skills Describe what they do in different seasons Create questions with information words; then respond Talk about the weather Vocabulary Season Question words Weather vocabulary Aller/venir Avoir idioms Accommodations/Extensio ns Print out notes, allow extra time for tests, projects. Give different opportunities for projects. Discover new opportunities of how to approach a lesson depending on students needs. Resources: Bien Dit Level 1, corresponding CD/DVD, Smartboard, my.hrw.com; itslearning for project; weather research:weather.com Common Labs/Experiences/Lessons: Creating brochure of a French region. Assessments: Vocab/Grammaire Quiz; Menu project, Describing what people like in class (visual/oral);unit Test

11 Broad Topic/Unit Title: (6) Meals Pacing Guide: 16 days Learning Standards: Communication: 1.3 Ask and answer questions* 1.4 Make and respond to requests 1.6 Express likes and dislikes 2.7 Read authentic and adapted materials, such as short stories, narratives, advertisements, and brochures* 2.8 Understand important ideas and details in highly contextualized authentic and adapted texts 3.3 Express agreement and disagreement 3.4 Describe people, places, and things Culture: 4.4 Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments* 4.5 Identify distinctive contributions made by people in the target culture* 4.7 Demonstrate knowledge of the target culture s geography by naming features such as rivers, mountains, cities, and climate on maps* Comparisons: 5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target language* 5.2 Give examples of ways in which the target language differs from/is similar to English* 6.1 Ask and answer questions regarding different forms of communication in the target culture and their own such as signs, symbols, displays, and inscriptions* 6.2 Describe the patterns of behavior of the target culture such as celebrations and compare/contrast them with those of their own culture* 6.3 Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own 6.4 Identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture* Connections: 7.1 Obtain information and knowledge related to other disciplines from sources in the target language; obtaining geographical information from printed maps and travel guides reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it using the learning standards from the Literature Strand of the English Language Arts Framework 7.2 Obtain information and knowledge related to other disciplines from sources in the target language* Examples of this include: obtaining political and economic information from newspapers, other print sources, and interactive CD roms in the target language Communities:

12 8.1 Apply knowledge of the target language and culture beyond the classroom setting* -reading and writing or letters; making and exchanging drawings or photographs, and discussing them orally or in letters Essential Questions Why bother studying dining etiquette? Why is it important to know how to talk about food? Objectives Students will Offer, accept, refuse food Ask for and give opinion Inquire about food and place orders Ask about prices and pay the check Will use: -ir verbs, irregular verbs voulouir, prendre, boire imperative Skills Students will apply their food knowledge to conversations in a café Learn to conjugate and demonstrate ir verb conjugations Produce a menu with prices and French foods Vocabulary Food vocab Place settings -ir verb Accommodations/Extensio ns Print out notes, allow extra time for tests, projects. Give different opportunities for projects. Discover new opportunities of how to approach a lesson depending on students needs. Resources: Bien Dit Level 1, corresponding CD/DVD, Smartboard, my.hrw.com; itslearning for project; French menus/cafes Common Labs/Experiences/Lessons: Creating a menu and dialogue at a café scene of what students like and responses. Assessments: Vocab/Grammaire Quiz; Menu project, Describing what people like in class (visual/oral);unit Test

13 Broad Topic/Unit Title: (7) Let s go shopping Pacing Guide: 20 days Learning Standards: Communication: 1.3 Ask and answer questions* 1.4 Make and respond to requests 1.6 Express likes and dislikes 2.7 Read authentic and adapted materials, such as short stories, narratives, advertisements, and brochures* 2.8 Understand important ideas and details in highly contextualized authentic and adapted texts 3.3 Express agreement and disagreement 3.4 Describe people, places, and things Culture: 4.4 Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments* 4.5 Identify distinctive contributions made by people in the target culture* 4.7 Demonstrate knowledge of the target culture s geography by naming features such as rivers, mountains, cities, and climate on maps* Comparisons: 5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target language* 5.2 Give examples of ways in which the target language differs from/is similar to English* 6.1 Ask and answer questions regarding different forms of communication in the target culture and their own such as signs, symbols, displays, and inscriptions* 6.2 Describe the patterns of behavior of the target culture such as celebrations and compare/contrast them with those of their own culture* 6.3 Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own Connections: 7.1 Obtain information and knowledge related to other disciplines from sources in the target language; obtaining geographical information from printed maps and travel guides reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it using the learning standards from the Literature Strand of the English Language Arts Framework 7.2 Obtain information and knowledge related to other disciplines from sources in the target language* Examples of this include: obtaining political and economic information from newspapers, other print sources, and interactive CD roms in the target language Communities: 8.1 Apply knowledge of the target language and culture beyond the classroom setting* -reading and writing or letters; making and exchanging drawings or photographs, and discussing them orally or in letters

14 Essential Questions Why is fashion important? How do your clothes reflect a culture? Objectives Students will: Offer and ask for help Ask for and give opinions Ask about and give prices Make a decision Will use: Demonstrative adjectives Interrogative adjectives Passé compose Adverbs with passé composé Skills Can discuss clothes and practice shopping Formulate the past tense Create questions and answers with new adjectives Vocabulary Clothing Materials Ce/cette Quel Accessories Accommodations/Extensio ns Print out notes, allow extra time for tests, projects. Give different opportunities for projects. Discover new opportunities of how to approach a lesson depending on students needs. Resources: Bien Dit Level 1, corresponding CD/DVD, Smartboard, my.hrw.com; itslearning for project; fashion show articles/videos Common Labs/Experiences/Lessons: Creating dialogues of shopping; fashion show Assessments: Vocab/Grammaire Quiz; Project: clothing magazine;, Describing what people like in class (visual/oral);unit Test