1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.

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1 Course French I Grade 9-12 Unit of Study Unit 1 - Bonjour tout le monde! & les Passe-temps Unit Type(s) x Topical Skills-based Thematic Pacing 20 weeks Overarching Standards: 1.1 Interpersonal Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. 1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources. 1.3 Presentational Communication: Students will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 2.1 Culture: Students will use appropriate verbal and non-verbal behavior in interpersonal communication. 3.1 Connections: Students will demonstrate knowledge and understanding of content across disciplines. 4.1 Comparisons-Language: Students will demonstrate understanding of the nature of language through comparisons of the language studied and one s own. 4.2 Comparisons-Culture: Students will demonstrate understanding of the nature of culture through comparisons of the culture studied and one s own. 5.1 Communities: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. Priority and Supporting Standards: (CCSS/Content Standards, ELL) Speaking 1.1 Express likes and dislikes on a variety of topics. 1.1 Greet and respond to simple greetings and farewells. Ask and respond in simple conversations to questions about peers and teachers. 1.1 Describe themselves, a best friend, or a favorite celebrity. 1.2 Understand and use interaction, pronunciation and stress correctly. 2.1 Respond to cultural expressions and gestures for greetings and farewells in appropriate social situations. 2.1 Introduce self, family, and/or teacher and respond to introductions. 3.1 Count 0-31, match and identify numbers on a timeline and calendar. Reading 5.1 Recognize words in target language heard/seen outside of school. 3.1 Research current weather conditions in target language countries via the Internet 4.2 Identify cultural activities and sports that take place according to seasons and compare with similar U.S activities and sports 3.2 Use the Internet to record a log of weather conditions in the target country.

2 Writing 1.3 Respond in writing to personal questions. 1.3 Write a well-organized paragraph. 1.3 Produce and use basic print, capitalization and punctuation conventions. 1.3 Write simple letters about self and school. 4.1 Compare grammatical structures between the native and the target language. Listening 1.1 Perform simple commands. 5.1 Watch and listen to TV or radio broadcasts in the language studied. Essential Question(s): In what ways is learning another language beneficial? Why learn about other cultures? Why learn cultural norms? What is the purpose of learning vocabulary? Why does vocabulary and pronunciation matter? Why learn another language? What do activities and pastimes reveal about a culture? How does geography, economy and culture influence interests and hobbies? What is the purpose of precise, descriptive language? Why do grammar and pronunciation matter? Should we change our words and body language based on our audience and purpose? Enduring Understanding(s): Each culture has unique foods, art, traditions and ideas. Experiencing new ways of life broadens our perspective and gives us new interests and insights. When traveling, it is important to know cultural norms and acceptable behaviors in order to make appropriate decisions and build relationships. Regional differences affect social settings and interactions. Concepts such as dining out, leisure activities and recreation are often dependent upon local culture and geography. Vocabulary is a building block for learning a foreign language. Effective communication in a second language requires the use of precise and varied vocabulary so we may share our thoughts and needs. Through precise vocabulary and pronunciation, we can help ensure that our intended meaning is communicated. Language allows us to connect with others and share our beliefs and cultures. Learning multiple languages allows us to travel and work in places throughout the world. People who speak another language appreciate our efforts to learn their language and reach out to communicate Our choices of leisure activities and the way we balance responsibilities and recreation reveal our priorities and our cultural values. The use of precise language helps us share our thought and requests more effectively.

3 Using the accepted conventions of a language helps people from different regions and in the larger society communicate clearly. The use of correct grammar and pronunciation allows us to communicate clearly and impacts how others view us. We must carefully choose the appropriate words, tone and body language for our audience and purpose. In all cultures, there are times when casual speech is accepted. Concepts (Students will know ) How to communicate with people from Francophone countries in the target language. That there are differences between Francophone cultures and their own. That the structure of the French language differs from English. That vocabulary enhances communication. DOK Skills (What students need to be able to do) recite, recognize and spell using the French alphabet discuss locations where French is spoken around the world recognize common first names from French-speaking countries greet people and say goodbye introduce themselves and others respond to an introduction ask someone's name ask how someone else is say how they are ask and tell how old someone is ask what someone likes to do and say what they like to do discuss modern sporting interests in francophone countries recognize the days of the week use subject pronouns and tell when to use "tu" or "vous" form sentences using regular -er verbs recognize infinitives say how much they like to do something talk about Lyon and the game of mancala use adverbs and know where to 21 st Century & Life and Career Skills Creativity and Innovation Being open and responsive to new and diverse perspectives; incorporate group input and feedback into the work Viewing failure as an opportunity to learn; understanding that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes. Communication and Collaboration Interacting, collaborating and publishing with peers, experts or others Articulating thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts. Listening effectively to

4 place them in a sentence identify numbers 0-20 ask about and state preferences, and agree and disagree talk about music and music festivals in the francophone world identify masculine and feminine nouns use definite articles le,la,l', les use the verb preferer use "ne pas" to make sentences negative decipher meaning including knowledge, values, attitudes, and intentions Capacity for Success Setting and meeting goals even in the face of obstacles and competing pressures Participating actively as well as being reliable and punctual Assured Assessments: (Performance Based/Curriculum Based) Performance Assessment Pen Pals: Students will write a letter to a pen pal in the target language. Students will introduce themselves, give their origin, talk about their likes and dislikes with foods and activities and describe themselves. Students will then ask their pen pal questions. This assignment will be graded with an established rubric. This also will be counted as a first writing assessment to evaluate their writing ability. It will be graded with a writing rubric. Unit Test(s) Tests include assessment of vocabulary, grammar, and open-ended responses related to the connection between geography and culture. Assessment Evidence Other Evidence: Students will write expository paragraphs including description of self, origin, age, likes, and dislikes. Dipstick quizzes Lesson quizzes Dialogues Unit Test(s) Tests include assessment of vocabulary, grammar, and open-ended responses related to the connection between geography and culture. Learning Plan DAY CCSS DOK Instructional Practices (ETS) Differentiation Resources September mid October Through teacher presentations the students will learn vocabulary and grammatical structures related to greetings, introductions, nationalities, the alphabet, and classroom instructions. Through the use of non-linguistic representation, the students will familiarize themselves with vocabulary related to greetings, introductions, the alphabet, and classroom instructions and be able to recall it. -visual aids -supplementary vocabulary -listening activities -kinesthetic activities (group work) -modified quizzes as textbook workbook activities online teacher resources (including drill and

5 Mid October - December January Through the use of modeling and guided practice, the students will be able to produce written and oral communication. Through the use of paired learning and small group work, the students will develop dialogues and skits to communicate learned grammar and vocabulary. Through teacher presentations the students will learn vocabulary and grammatical structures related to pastimes and activities, numbers 0-20, likes and dislikes, days of the week, weather, subject pronouns, tu vs. vous, conjugation of regular er verbs, placement of adverbs. Through the use of non-linguistic representation, the students will familiarize themselves with vocabulary related to weather, pastimes and activities and be able to recall it. Through the use of modeling and guided practice, the students will be able to produce written and oral communication. Through the use of paired learning and small group work, the students will develop dialogues and skits to communicate learned grammar and vocabulary. Through teacher presentations the students will learn vocabulary and grammatical structures related to gender of nouns and definite articles, the verb preferer and negation with ne pas. Through the use of non-linguistic representation, the students will familiarize themselves with vocabulary related to individual interests/sports & music and be able to recall it. Through the use of modeling and guided practice, the students will be able to produce written and oral communication. Through the use of paired learning and small group work, the students will develop dialogues and skits to communicate learned grammar and vocabulary. appropriate practice games, e- visuals, dvd program rendez-vous a Nice!, listening activities, communicative activities, lectures thematiques, TPR storytelling) -visual aids -supplementary vocabulary -listening activities -kinesthetic activities (group work) -modified quizzes as appropriate -visual aids -supplementary vocabulary -listening activities -kinesthetic activities (group work) -modified quizzes as appropriate textbook workbook activities online teacher resources (including drill and practice games, e- visuals, dvd program rendez-vous a Nice!, listening activities, communicative activities, lectures thematiques, TPR storytelling) textbook workbook activities online teacher resources (including drill and practice games, e- visuals, dvd program rendez-vous a Nice!, listening activities, communicative activities, lectures thematiques, TPR storytelling)

6 Math Science Music Geography Interdisciplinary Connection Unit Vocabulary Greetings, nationalities, respond to ca va?, say good-bye, locations, pastimes, Olympic sports, weather, food, adverbs, sports, music, numbers 0-20 Technology Resources Interactive whiteboard/chromecast Textbook online website Language Lab CDs DVDs/Videos Textbook video program Quia Languages online website Course French I Grade 9-12 Unit of Study Unit 2 A l'ecole Unit Type(s) x Topical Skills-based Thematic Pacing 10 weeks Overarching Standards: 1.1 Interpersonal Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. 1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources. 1.3 Presentational Communication: Students will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 2.1 Culture: Students will demonstrate an understanding between the practices and perspectives of the culture studied. 3.1 Connections: Students will reinforce and expand their knowledge of other areas of study through the world language.

7 3.2 Connections: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. 4.1 Comparisons-Language: Students will demonstrate understanding of the nature of language through comparisons of the language studied and one s own. 4.2 Comparisons-Culture: Students will demonstrate understanding of the nature of culture through comparisons of the culture studied and one s own. Priority and Supporting Standards: (CCSS/Content Standards, ELL) Speaking 1.1 Talk with others about personal activities. 1.2 Understand and use interaction, pronunciation and stress correctly. 3.1 Tell time orally and in writing. 3.2 Count to 100 by 1 s, 5 s and 10 s. 4.1 Discuss how idiomatic expressions work in general and practice in a meaningful way. Incorporate into oral and written communication. Reading 1.3 Extract information from timetables, menus, advertisements. 2.1 Recognize and discuss cultural differences in educational requirements, grades, and attitudes in the target culture(s) and the U.S. 3.2 Explore every day events which occur in the target country(s) using multiple sources. 4.1 Compare grammatical structures between the native and the target language. 3.1 Identify how music, art, and literature reflect the target culture. 4.2 Compare and contrast school and family life in the target culture and the U.S. 3.2 Explore every day events which occur in the target country(s) using multiple sources. Writing 1.3 Complete simple sentences, phrases and/or short dialogues to accompany illustrations. 1.3 Write a well-organized paragraph 3.1 Tell time in writing. 4.1 Compare grammatical structures between the native and the target language. 4.1 Discuss how idiomatic expressions work in general and practice in a meaningful way. Incorporate into oral and written communication. 4.1 Recognize noun and verb forms and how they function in the target language in relation to comparable elements in English. Listening 4.1 Recognize noun and verb forms and how they function in the target language in relation to comparable elements in English. 1.1Talk with others about personal activities. 1.2 Obtain information from short messages.

8 Essential Question(s): Question centrale: How does education shape individuals and societies? How does word choice, tone and gesture affect how our message is received? Why should we make our requests and express our opinions respectfully and diplomatically? What is the purpose of precise, descriptive language? Why do grammar and pronunciation matter? Enduring Understanding(s): Word choice, tone and body language can help communicate our message or change our intended meaning. Our word choice, tone and body language should work together to deliver the same message. Word choice, tone and body language can help communicate our message or change our intended meaning. Our word choice, tone and body language should work together to deliver the same message. Careful expression of our requests and opinions plays a role in building mutual respect and receiving cooperation. The use of precise language helps us share our thoughts and requests more effectively. The use of correct grammar and pronunciation allows us to communicate clearly and impacts how others view us. Through precise vocabulary, grammar and pronunciation, we can help ensure that our intended meaning is communicated. Concepts (Students will know ) DOK Skills (What students need to be able to do) 21 st Century & Life and Career Skills That culture influences our interests, hobbies and education How to recognize and accept differences in interests, hobbies and cultures in order to enrich their experiences. How to communicate effectively using correct French grammatical structures regarding present tense and obligations. say what they and others need recognize and use numbers give prices talk about shopping (for school supplies) discuss the Euro discuss e-learning in France use indefinite articles (un, une, des) use the plural forms of nouns and articles use the irregular verb "avoir" use the expression "avoir besoin de(d)" describe their teachers and classes Creativity and Innovation Being open and responsive to new and diverse perspectives; incorporate group input and feedback into the work Viewing failure as an opportunity to learn; understanding that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes. Applying existing knowledge to generate new ideas, products or processes. Communication and

9 ask for descriptions talk about French school schedules, courses and exams tell time use the irregular verb "etre" make agreement with regular adjectives use proper placement of adjectives ask "where", "when", "with whom", and "why" questions set a time and place to meet someone talk about lunches in French school cafeterias use borrowed words from French use the irregular verb "aller" use the preposition "a" with definite articles form questions using "est-ce que" Collaboration Interacting, collaborating and publishing with peers, experts or others Articulating thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts. Listening effectively to decipher meaning including knowledge, values, attitudes, and intentions Capacity for Success Setting and meeting goals even in the face of obstacles and competing pressures Participating actively as well as being reliable and punctual Critical Thinking, Problem Solving and Decision Making Identifying and defining authentic problems and significant questions for investigation that clarify points of view and lead to better solutions. Interpreting information and drawing conclusions on the best analysis. Collecting, analyzing and evaluating data and/or sources to identify solutions and/or make informed decisions.

10 Assessment Evidence Assured Assessments: (Performance Based/Curriculum Based) Other Evidence: Students will write expository paragraphs including description of self, origin, age, likes, and dislikes. performance based assessment (check "projets finaux" Dipstick quizzes especially A or B on pages ) - gives students choice Lesson quizzes on product to demonstrate what they have learned in the unit Dialogues Unit Test(s) Tests include assessment of vocabulary, grammar, and open-ended responses related to the connection between geography and culture. Learning Plan DAY CCSS DOK Instructional Practices (ETS) Differentiation Resources Feb- March April Through teacher presentations the students will learn vocabulary and grammatical structures related to numbers , indefinite and definite articles, plural forms of nouns, the verb avoir and the expression avoir besoin de, telling time (am/pm and military), the verb etre, agreement with regular adjectives. Through the use of non-linguistic representation, the students will familiarize themselves with vocabulary related to school supplies, and descriptive adjectives for teachers and courses. Through the use of modeling and guided practice, the students will be able to produce written and oral communication. Through the use of paired learning and small group work, the students will develop dialogues and skits to communicate learned grammar and vocabulary. Through teacher presentations the students will learn vocabulary and grammatical structures related to creation of questions with interrogative words and phrases, the verb aller, the construction of a plus the definite article, and formation of questions with est-ce que. Through the use of non-linguistic representation, the students will familiarize themselves with vocabulary related to school courses, places to go in and around school, and around the city/village. Through the use of modeling and guided practice, the students will be able to produce written and oral communication. Through the use of paired learning and small group work, the students will develop dialogues and skits to communicate learned grammar and vocabulary. -visual aids -supplementary vocabulary -listening activities -kinesthetic activities (group work) -modified quizzes as appropriate -visual aids -supplementary vocabulary -listening activities -kinesthetic activities (group work) -modified quizzes as appropriate textbook workbook activities online teacher resources (including drill and practice games, e- visuals, dvd program rendez-vous a Nice!, listening activities, communicative activities, lectures thematiques, TPR storytelling) textbook workbook activities online teacher resources (including drill and practice games, e- visuals, dvd program rendez-vous a Nice!, listening activities,

11 communicative activities, lectures thematiques, TPR storytelling) Interdisciplinary Connection Unit Vocabulary classroom objects, numbers , classroom subjects, adjectives, time expressions, place in school, places in the city Technology Resources Interactive whiteboard/chromecast Textbook online website Language Lab CDs DVDs/Videos Textbook video program Quia Languages online website Course French I Grade 9-12 Unit of Study Unit 3 Le Weekend Ensemble Unit Type(s) x Topical Skills-based Thematic Pacing 10 weeks Overarching Standards: 1.1 Interpersonal Communication: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. 1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources. 1.3 Presentational Communication: Students will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 2.1 Culture: Students will demonstrate an understanding between the practices and perspectives of the culture studied. 3.1 Connections: Students will reinforce and expand their knowledge of other areas of study through the world language.

12 3.2 Connections: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. 4.1 Comparisons-Language: Students will demonstrate understanding of the nature of language through comparisons of the language studied and one s own. 4.2 Comparisons-Culture: Students will demonstrate understanding of the nature of culture through comparisons of the culture studied and one s own. Priority and Supporting Standards: (CCSS/Content Standards, ELL) Speaking 1.1 Talk with others about personal activities. 1.2 Understand and use interaction, pronunciation and stress correctly. 3.1 Tell time orally and in writing. 3.2 Count to 100 by 1 s, 5 s and 10 s. 4.1 Discuss how idiomatic expressions work in general and practice in a meaningful way. Incorporate into oral and written communication. Reading 1.2 Obtain information from short messages. 1.2 Demonstrate comprehension of main idea or principal message in highly illustrated culturally based texts in which cognates, repetition, predictability and rhythm are used including stories, simple advertisements and/or other literary sources. 1.3 Extract information from timetables, menus, advertisements. 3.2 Explore every day events which occur in the target country(s) using multiple sources. 4.1 Compare grammatical structures between the native and the target language. Writing 1.3 Complete simple sentences, phrases and/or short dialogues to accompany illustrations. 1.3 Write a well-organized paragraph 4.1 Compare grammatical structures between the native and the target language. 4.1 Discuss how idiomatic expressions work in general and practice in a meaningful way. Incorporate into oral and written communication. 4.1 Recognize noun and verb forms and how they function in the target language in relation to comparable elements in English. Listening 4.1 Recognize noun and verb forms and how they function in the target language in relation to comparable elements in English. 1.1Talk with others about personal activities. 1.2 Obtain information from short messages.

13 Essential Question(s): Enduring Understanding(s): Question centrale: What activities do friends in other countries do together? Why learn cultural norms? How do geography, culture and language impact who we are? Regional differences affect social settings and interactions. Concepts such as dining out, siesta, leisure activities and recreation are often dependent upon local culture and geography. Geography, culture and language influence what we value, what we believe, how we interact with others, and what views we hold about personal freedom and acceptable behavior. What role does communication play in building relationships? Why do grammar and pronunciation matter? Communication is more than sharing our own ideas and needs. Careful listening and responding plays a role in building mutual respect and cooperation. Through precise vocabulary, grammar and pronunciation, we can help ensure that our intended meaning is communicated. Concepts (Students will know ) DOK Skills (What students need to be able to do) 21 st Century & Life and Career Skills make plans, setting the time and place to do something talk about soccer in France identify basic clothing items talk about the future using "aller + infinitive" form questions using inversion and "n'est-ce pas" identify basic café food and drink items recognize numbers order food and drinks in a café and ask for the bill talk about "fast-food" and famous cafes in France use the verb "prendre" use the expressions "avoir faim"

14 and "avoir soif" make and respond to predictions talk about the history of cinema in France identify many genres of films in French (use all forms of "quel") (use the verb "voir") Assured Assessments: (Performance Based/Curriculum Based) Performance based assessment: (check "projets finaux" on pages for ideas - books to film or film ad?) - gives students choice on product to demonstrate what they have learned in the unit Assessment Evidence Other Evidence: Students will write expository paragraphs including description of self, origin, age, likes, and dislikes. Dipstick quizzes Lesson quizzes Dialogues Unit Test(s) Tests include assessment of vocabulary, grammar, and open-ended responses related to the connection between geography and culture. Dialogues Learning Plan DAY CCSS DOK Instructional Practices (ETS) Differentiation Resources May- June Through teacher presentations the students will learn vocabulary and grammatical structures related to making plans, setting the time and place to do something, identify basic clothing items, talk about the future using aller + infinitive construction, form questions using inversion and the expression n est-ce pas?, identify basic café food and drink items, recognize numbers , order food and drinks in a café and ask for the bill, use the verb prendre, use the expressions avoir faim and avoir soif, make and respond to predictions, identify many genres of films in French, use all forms of the interrogative adjective quel and use the verb voir. Through the use of non-linguistic representation, the students will familiarize themselves with vocabulary related to basic clothing items, Through the use of modeling and guided practice, the students will be able to produce written and oral communication. Through the use of paired learning and small group work, the students will develop dialogues and skits to communicate learned grammar and -visual aids -supplementary vocabulary -listening activities -kinesthetic activities (group work) -modified quizzes as appropriate textbook workbook activities online teacher resources (including drill and practice games, e- visuals, dvd program rendez-vous a Nice!, listening activities, communicative activities, lectures

15 vocabulary. thematiques, TPR storytelling) Interdisciplinary Connection Unit Vocabulary soccer, soccer clothes, the "metro", food and drink, numbers , movie genres, early, on time and late Technology Resources Interactive whiteboard/chromecast Textbook online website Language Lab CDs DVDs/Videos Textbook video program Quia Languages online website

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