Theme: Salut, les copains! - Greetings, friends! Inquiry Questions: How has the French language and culture influenced our lives, our language and the world? Vocabulary: Greetings, introductions, leave-taking, numbers, classroom objects, dates, asking for help Grammar: avoir, subjects and verbs, pronouns, subject pronouns, negative, indefinite articles and plural nouns French 1: Novice-Low Communicate about very familiar topics (written or oral) using isolated words and high frequency phrases (interpersonal mode) Comprehend isolated learned words and high- frequency phrases (written or oral) on very familiar topics (interpretive mode) Present on very familiar topics (written or oral) using isolated words, and high-frequency phrases (presentational mode) Identify common practices within the target cultures studied Identify information that can be gathered from target language resources connected to other content areas Locate and use basic information from target language resources. Identify similarities and differences of the most basic vocabulary through comparisons of the student s own language and the language studied Identify and recognize the nature of culture through comparisons of the target culture(s) and the student s own culture(s). Performance Tasks Students will be able to Key teaching and Learning Experiences -Students create conversations, -Greet people at different times of day written and oral, exchanging greetings and personal -Introduce themselves to others -Use French numbers from 1-100 -Respond to classroom directions -Use the French alphabet to spell words information -Speak and write about things in the classroom -Students create and solve math problems using French numbers -Students create a product (poster or PowerPoint) on why French is an important world language, and how they will use it in the future -Use classroom expressions -React to commands Bien Dit- test bank questions Resources: Bien Dit 1 - Introduction and Ch. 1, maps -Recognize the difference between tu and vous -Recognize subjects and verbs in French sentences -Use indefinite articles with the proper nouns -Use the verb avoir in sentences -Use subject pronouns correctly -Use ne pas negation Students will know and understand -appropriate behavior when greeting someone -French is spoken in more than 30 countries on five continents around the world -the abundance of French/English cognates that imbed 21 st Century Skills -critical thinking and reasoning; SWBAT analyze, evaluate and synthesize diverse, multi-cultural perspectives -information literacy; SWBAT use technology as a tool to select, research, organize, evaluate and communicate information -literacy; SWBAT understand and communicate in the target language -numeracy; interdisciplinary connections to mathematical concepts -self direction; SWBAT continuously selfmonitor in order to be able to set and meet goals 2016-2017 Page 1 of 6
Theme: Qu est-ce qui te plaît? What do you like? Inquiry Questions: How are our leisure time influenced by our culture? Vocabulary: leisure, of preference Grammar: -er verbs, conjunctions, contractions with à, definite articles, irregular plurals, Est-ce que? Communicate about very familiar topics (written or oral) using isolated words and high frequency phrases (interpersonal mode) Comprehend isolated learned words and high- frequency phrases (written or oral) on very familiar topics (interpretive mode) Present on very familiar topics (written or oral) using isolated words, and high-frequency phrases (presentational mode) Identify common practices within the target cultures studied Identify common products of the target cultures studied Identify information that can be gathered from target language resources connected to other content areas Locate and use basic information from target language resources. Identify similarities and differences of the most basic vocabulary through comparisons of the student s own language and the language studied Identify and recognize the nature of culture through comparisons of the target culture(s) and the student s own culture(s). Performance Tasks Students will be able to Key teaching and Learning Experiences that imbed -Answer questions orally about extracurricular -Create and produce a booklet with photos and appropriate captions about what you (or your character) do, using er verbs -Write to a pen pal in another class about likes/dislikes -Students will create and answer surveys using the expression Est-ce que? -speak and write about preferences and leisure -read and understand information about leisure -listen to and understand a video about leisure -speak and write using new voc. through the recognition of cognates -compare French and English pronunciation of 21 st Century Skills -critical thinking and reasoning; SWBAT analyze, evaluate and synthesize diverse, multi-cultural perspectives -literacy; SWBAT understand and communicate in the target language -invention; students apply knowledge of language and culture to generate and implement new ideas, cognates products and processes in the target language -Bien Dit test bank, chapter 2 Resources: Bien Dit 1 - Ch. 2, maps Students will know and understand -L île de France -what French teens like to do in their free time and places where they gather 2016-2017 Page 2 of 6
Theme: Comment est ta famille? What is your family like? Inquiry Questions: How can I effectively describe my friends and family members in the target language? Vocabulary: Adjectives, descriptions and colors, family and pets Grammar: irregular adjectives, possessive pronouns, adjective agreement, verb être, contractions with de, c est vs. il/elle est Communicate about very familiar topics (written or oral) using isolated words and high frequency phrases (interpersonal mode) Comprehend isolated learned words and high- frequency phrases (written or oral) on very familiar topics (interpretive mode) Present on very familiar topics (written or oral) using isolated words, and high-frequency phrases (presentational mode) Identify common practices within the target cultures studied Identify common products of the target cultures studied Identify information that can be gathered from target language resources connected to other content areas Locate and use basic information from target language resources. Identify similarities and differences of the most basic vocabulary through comparisons of the student s own language and the language studied Identify and recognize the nature of culture through comparisons of the target culture(s) and the student s own culture(s). Performance Tasks Students will be able to Key teaching and Learning Experiences that imbed -Design a product (PowerPoint or poster) describing family members (real or fictional) and write a descriptive paragraph about each person using cumulative vocabulary and grammar -Present product to the class describing their family -Produce an acrostic poem with adjectives describing themselves 21 st Century Skills -Bien Dit test bank, chapter 3 Resources: Bien Dit 1 - Ch. 3, PowerPoint, internet, family resources -Speak and write about personality traits, self and family -Speak and write about -Create questions about classmates families -Identify the gender of nouns -Use adjectives to describe people and things -Use possessive pronouns to describe people and things -Create sentences using the verb être Students will know and understand -how friendships are formed and maintained in francophone countries -the geography, history, and customs of Québec -family culture and customs in francophone countries Page 3 of 6 -critical thinking and reasoning; SWBAT analyze, evaluate and synthesize diverse, multi-cultural perspectives -literacy; SWBAT understand and communicate in the target language -invention; students apply knowledge of language and culture to generate and implement new ideas, products and processes in the target language -information literacy; SWBAT use technology as a tool to select, research, organize, evaluate and communicate information
Theme: Mon année scolaire My school year Inquiry Questions: How does school differ in the United States from the francophone world? Vocabulary: school subjects, time and days of the week, school supplies, colors, numbers above 100 Grammar: the present tense of -re verbs, verbs with spelling changes, adjectives as nouns, préférer and acheter, agreement with numbers French 1: Novice-Mid Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode) Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode) Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentational mode) Reproduce common practices of the cultures studied Describe familiar products of the cultures studied Summarize information gathered from target language resources connected to other content areas Organize information acquired from authentic resources Expand knowledge of similarities and differences of basic structural patterns of language through comparisons of the student s own language and the language studied Investigate the nature of culture through comparisons of the target culture(s) and the student s own culture and how the two cultures interact Performance Tasks Students will be able to.. Key teaching and Learning Experiences that imbed 21 st Century -Write class schedule and discuss it with a partner -Write a letter to a pen pal in another class talking about self, classes, teachers, like and dislikes -Create a brochure with a group describing your school for a francophone exchange student and present to the class -Read and understand homework, classes, school subjects and schedules -Recognize and use the present tense of -re verbs -Compare French/English pronunciation of vowels Bien Dit test bank, chapter 4 Resources: Bien Dit 1 - Ch. 4 Students will know and understand how to.. - geography, customs and history of Québec - the different grading and educational system in France, including the baccalaureate exam - the different high school educational system in Québec -Read L accent grave de Jacques Prévert Skills -critical thinking and reasoning; SWBAT analyze, evaluate and synthesize diverse, multi-cultural perspectives -literacy; SWBAT understand and communicate in the target language -invention; students apply knowledge of language and culture to generate and implement new ideas, products and processes in the target language -information literacy; SWBAT use technology as a tool to select, research, organize, evaluate and communicate information -collaboration; SWBAT learn from and work cooperatively with team members Page 4 of 6
Theme: Le temps libre - Free time Inquiry Questions: How do francophone cultures use free time? Vocabulary: Sports and, seasons and months, places in town, weather Grammar: the verb faire, question words, aller and future proche, venir and passé recent, idioms with avoir, invitations Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode) Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode) Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentational mode) Reproduce common practices of the cultures studied Describe familiar products of the cultures studied Summarize information gathered from target language resources connected to other content areas Organize information acquired from authentic resources Expand knowledge of similarities and differences of basic structural patterns of language through comparisons of the student s own language and the language studied Investigate the nature of culture through comparisons of the target culture(s) and the student s own culture and how the two cultures interact Performance Tasks Students will be able to Key teaching and Learning Experiences that -Students will be meteorologists and create a PowerPoint with the weather forecast of a francophone country using Celsius temperatures (numeracy) and present to the class. Class uses question words to ask about their country. - Several to develop their listening, reading, speaking and writing skills. imbed 21 st Century Skills Bien Dit test bank Chapter 5 Resources: Bien Dit 1 Ch. 5, maps, internet -speak and write about sports and leisure and and ask about others interests; ask about when someone does the activity -use the verb faire; use question words; use the verb aller; use adverbs -create an invitation -make plans using aller and futur proche -use venir and the passé recent -use and explain idioms with avoir Students will know and understand -sports teams are not formed in school but in the community -weather is in Celsius not Fahrenheit -that France is a geographically diverse country -the west of France has its own cultural traditions and unique landmarks and its role in WWII -sports and leisure vary between the various francophone nations -critical thinking and reasoning; SWBAT analyze, evaluate and synthesize diverse, multi-cultural perspectives -information literacy; SWBAT use technology as a tool to select, research, organize, evaluate and communicate information -literacy; SWBAT understand and communicate in the target language -numeracy; interdisciplinary connections to mathematical and scientific concepts Page 5 of 6
Theme: Bon appétit Food and beverage Inquiry Questions: How does the French culture influence the foods we eat? Vocabulary: foods & beverages, place settings, café/restaurant food Grammar: the partitive, -ir verbs, vouloir, prendre, imperative, boire Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode) Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode) Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentational mode) Reproduce common practices of the cultures studied Describe familiar products of the cultures studied Summarize information gathered from target language resources connected to other content areas Organize information acquired from authentic resources Expand knowledge of similarities and differences of basic structural patterns of language through comparisons of the student s own language and the language studied Investigate the nature of culture through comparisons of the target culture(s) and the student s own culture and how the two cultures interact Performance Tasks Students will be able to Key teaching and Learning Experiences that -Demonstrate the making of a simple recipe in front of the class -Students will create café dialogue with a partner/group and perform -Students produce a survey about what other students in the class eat for different mealtimes -Students will create a menu for a French restaurant including prices in Euros, the title, address, phone number and hours in French Bien Dit test bank Chapter 6 -speak and write about preferences concerning food and beverages (why and why not) and eating habits -listen to and understand information about food items and meals -read, listen to stories, and watch videos about foods, eating habits, and restaurant situations -understand and apply vocabulary in context -express their food desires using vouloir and prendre -order food at a restaurant using imperative and other high frequency expressions Students will know and understand -the common meals and mealtime habits of francophone countries -regional foods/dishes: couscous, poutine, raclette, croque monsieur, fondue, crêpes, sirop d érable, tagine, pain au chocolat, croissant, etc. -regional restaurants that sell French, Moroccan or other francophone food -the traditional foods of the holidays -how the environment influences regional foods Resources: Bien Dit 1 Ch. 6, podcasts, www.restoaparis.com, internet searches imbed 21 st Century Skills -critical thinking and reasoning; SWBAT analyze, evaluate and synthesize diverse, multi-cultural perspectives -information literacy; SWBAT use technology as a tool to select, research, organize, evaluate and communicate information -literacy; SWBAT understand and communicate in the target language -numeracy; interdisciplinary connections to mathematical and scientific concepts -collaboration; SWBAT learn from and work cooperatively with team members Page 6 of 6