Understanding By Design Unit Template Title of Unit WL French Level 2 CCP Grade Level 9 or 10 Curriculum Area WL Time Frame 1 st semester, 4-6 weeks Developed By District WLD Theme 1: Daily routine, physical hygiene, & social situations Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Understandings Essential Questions Overarching Understanding Overarching Topical 1. A conversation is an exchange of information and/or opinions about feelings and emotions between 2 or more people. 2. Written & spoken language is meant to be understood & interpreted. 3. Presentations of information, concepts, & ideas are meant to be communicated to an audience of listeners or readers. 4. World Language is not an isolated academic subject; it pertains to daily life and enhances the understanding of other school subjects. 5. Communication is essential. 6. A new language can be used for personal enjoyment & enrichment. 7. There is a world of language beyond the classroom setting. 8. Learning does not end when you leave school. 9. A culture is formed by the unique circumstances which have occurred throughout its people s experiences. 10. Every culture has its own unique aspects and components. 11. There is a relationship between the practices & perspectives of a culture and the products & perspectives of a culture. 12. In today s increasingly globalized community, there are numerous opportunities for learning & enjoying a language independently. Cultural Integrations 1. Why is it important to study a language? 2. Why is it important to apply language outside of the classroom? 3. Why is it important to recognize differences between language use in school & beyond school (vocabulary, dialect, pronunciation)? 4. How can learning a new language be used for personal enjoyment & enrichment? 5. How is technology useful in furthering your enjoyment of a new language? 6. What are some distinctive 1. How do you know when to formally or informally address the person you are speaking to? 2. How do you forma a question? 3. How do you form an affirmative or negative response to a question? 4. How does inflection or intonation influence what is said? 5. How does word order affect meaning? 6. How do you organize your message to effectively communicate it to your audience? 7. What are some tools from
Awareness of formal and informal language (tu vs. vous) Dispelling stereotypes Key Concepts & Terms viewpoints of the studied culture? 7. Why is it necessary to understand various cultures? 8. How do we use prior knowledge from other disciplines to further understand a new language and its related cultures? your own language that you can use to lean a new language? Review of the formation of regular and common irregular verbs in the passé composé and the imparfait Use of the regular verb devoir to indicate necessity Review of the formation of reflexive verbs in the present tense Introduction to the formation and use of reflexive verbs in the passé composé and imparfait Use of the definite article with body parts, Review of body parts Review of comparatives and superlatives (plus que, moins que, meilleur que, le meilleur, pire que, le pire) Introduction to direct and indirect object pronouns Se raser, se laver les cheveux, se laver les mains, se maquiller, se brosser les dents, se brosser les cheveux, s habiller, se déshabiller, se doucher, un rendez-vous, se friser les cheveux, se peigner, se baigner, se réveiller, se coucher, s endormir Competencies Students will know 1. the meaning of the spoken target language (TL) at the appropriate level 2. how to speak in the TL at the appropriate level 3. how to read and comprehend course texts and materials in the TL 4. how to write at the appropriate level of accuracy in the TL 5. about the diverse cultures as they relate to the study of the TL Skills Students will be able to 1. express their daily routine 2. identify & describe body parts 3. use the definite article with body parts 4. apply previous vocabulary & grammatical structures to this material Assessment Evidence (Stage 2) Performance Task Description Goal
Role Audience Situation Product/Performance Standards Other Evidence Where are your students headed? Where have they been? How will you make sure the Learning Plan (Stage 3)
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 selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)
Understanding By Design Unit Template Title of Unit WL French Level 2 CCP Grade Level 9 or 10 Curriculum Area WL Time Frame 1 st semester, 4-6 weeks Developed By District WLD Theme 2: Daily routine, physical hygiene, & social situations Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Understandings Essential Questions Overarching Understanding Overarching Topical 1. A conversation is an exchange of information and/or opinions about feelings and emotions between 2 or more people. 2. Written & spoken language is meant to be understood & interpreted. 3. Presentations of information, concepts, & ideas are meant to be communicated to an audience of listeners or readers. 4. World Language is not an isolated academic subject; it pertains to daily life and enhances the understanding of other school subjects. 5. Communication is essential. 6. A new language can be used for personal enjoyment & enrichment. 7. There is a world of language beyond the classroom setting. 8. Learning does not end when you leave school. 9. A culture is formed by the unique circumstances which have occurred throughout its people s experiences. 10. Every culture has its own unique aspects and components. 11. There is a relationship between the practices & perspectives of a culture and the products & perspectives of a culture. 12. In today s increasingly globalized community, there are numerous opportunities for learning & enjoying a language independently. Cultural Integrations 1. Why is it important to study a language? 2. Why is it important to apply language outside of the classroom? 3. Why is it important to recognize differences between language use in school & beyond school (vocabulary, dialect, pronunciation)? 4. How can learning a new language be used for personal enjoyment & enrichment? 5. How is technology useful in furthering your enjoyment of a new language? 6. What are some distinctive 1. How do you know when to formally or informally address the person you are speaking to? 2. How do you forma a question? 3. How do you form an affirmative or negative response to a question? 4. How does inflection or intonation influence what is said? 5. How does word order affect meaning? 6. How do you organize your message to effectively communicate it to your audience? 7. What are some tools from
Awareness of formal and informal language (tu vs. vous) Dispelling stereotypes Key Concepts & Terms viewpoints of the studied culture? 7. Why is it necessary to understand various cultures? 8. How do we use prior knowledge from other disciplines to further understand a new language and its related cultures? your own language that you can use to lean a new language? Review of near future (aller & infinitive) Introduction to the regular verb devoir to indicate necessity Continued study of reflexive verbs in the present tense with body parts Use of the definite article with body parts, Review of body parts Introduction to comparatives and superlatives (plus que, moins que, meilleur que, le meilleur, pire que, le pire) Introduction to direct and indirect object pronouns Se raser, se laver les cheveux, se laver les mains, se maquiller, se brosser les dents, se brosser les cheveux, s habiller, se doucher, un rendez-vous Competencies Students will know 1. the meaning of the spoken target language (TL) at the appropriate level 2. how to speak in the TL at the appropriate level 3. how to read and comprehend course texts and materials in the TL 4. how to write at the appropriate level of accuracy in the TL 5. about the diverse cultures as they relate to the study of the TL Skills Students will be able to 1. express their daily routine 2. identify & describe body parts 3. use the definite article with body parts 4. apply previous vocabulary & grammatical structures to this material Assessment Evidence (Stage 2) Performance Task Description Goal
Role Audience Situation Product/Performance Standards Other Evidence Where are your students headed? Where have they been? How will you make sure the students know where they are going? Learning Plan (Stage 3)
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 selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)
Understanding By Design Unit Template Title of Unit WL French Level 2 CCP Grade Level 9 or 10 Curriculum Area WL Time Frame 1 st semester, 4-6 weeks Developed By District WLD Theme 2: Daily routine, physical hygiene, & social situations Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Understandings Essential Questions Overarching Understanding Overarching Topical 1. A conversation is an exchange of information and/or opinions about feelings and emotions between 2 or more people. 2. Written & spoken language is meant to be understood & interpreted. 3. Presentations of information, concepts, & ideas are meant to be communicated to an audience of listeners or readers. 4. World Language is not an isolated academic subject; it pertains to daily life and enhances the understanding of other school subjects. 5. Communication is essential. 6. A new language can be used for personal enjoyment & enrichment. 7. There is a world of language beyond the classroom setting. 8. Learning does not end when you leave school. 9. A culture is formed by the unique circumstances which have occurred throughout its people s experiences. 10. Every culture has its own unique aspects and components. 11. There is a relationship between the practices & perspectives of a culture and the products & perspectives of a culture. 12. In today s increasingly globalized community, there are numerous opportunities for learning & enjoying a language independently. Cultural Integrations 1. Why is it important to study a language? 2. Why is it important to apply language outside of the classroom? 3. Why is it important to recognize differences between language use in school & beyond school (vocabulary, dialect, pronunciation)? 4. How can learning a new language be used for personal enjoyment & enrichment? 5. How is technology useful in furthering your enjoyment of a new language? 6. What are some distinctive 1. How do you know when to formally or informally address the person you are speaking to? 2. How do you forma a question? 3. How do you form an affirmative or negative response to a question? 4. How does inflection or intonation influence what is said? 5. How does word order affect meaning? 6. How do you organize your message to effectively communicate it to your audience? 7. What are some tools from
Awareness of formal and informal language (tu vs. vous) Dispelling stereotypes Key Concepts & Terms viewpoints of the studied culture? 7. Why is it necessary to understand various cultures? 8. How do we use prior knowledge from other disciplines to further understand a new language and its related cultures? your own language that you can use to lean a new language? Review of the formation of regular and common irregular verbs in the passé composé and the imparfait Use of the regular verb devoir to indicate necessity Review of the formation of reflexive verbs in the present tense Introduction to the formation and use of reflexive verbs in the passé composé and imparfait Use of the definite article with body parts, Review of body parts Review of comparatives and superlatives (plus que, moins que, meilleur que, le meilleur, pire que, le pire) Introduction to direct and indirect object pronouns Se raser, se laver les cheveux, se laver les mains, se maquiller, se brosser les dents, se brosser les cheveux, s habiller, se déshabiller, se doucher, un rendez-vous, se friser les cheveux, se peigner, se baigner, se réveiller, se coucher, s endormir Competencies Students will know 1. the meaning of the spoken target language (TL) at the appropriate level 2. how to speak in the TL at the appropriate level 3. how to read and comprehend course texts and materials in the TL 4. how to write at the appropriate level of accuracy in the TL 5. about the diverse cultures as they relate to the study of the TL Skills Students will be able to 1. express their daily routine 2. identify & describe body parts 3. use the definite article with body parts 4. apply previous vocabulary & grammatical structures to this material Assessment Evidence (Stage 2) Performance Task Description Goal
Role Audience Situation Product/Performance Standards Other Evidence Where are your students headed? Where have they been? How will you make sure the Learning Plan (Stage 3)
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 selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)
Understanding By Design Unit Template Title of Unit WL French Level 2 CCP Grade Level 9 or 10 Curriculum Area WL Time Frame 1 st semester, 2-4 weeks Developed By District WLD Theme 3: Literature 1 st semester Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 3.1: Reinforce and further students knowledge of other disciplines through WL. 3.2: Students acquire information & recognize distinctive viewpoints that are available through WL & its cultures. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied & their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Understandings Essential Questions Overarching Understanding Overarching Topical 1. A conversation is an exchange of information and/or opinions about feelings and emotions between 2 or more people. 2. Written & spoken language is meant to be understood & interpreted. 3. Presentations of information, concepts, & ideas are meant to be communicated to an audience of listeners or readers. 4. World Language is not an isolated academic subject; it pertains to daily life and enhances the understanding of other school subjects. 5. Communication is essential. 6. A new language can be used for personal enjoyment & enrichment. 7. There is a world of language beyond the classroom setting. 8. Learning does not end when you leave school. 9. A culture is formed by the unique circumstances which have occurred throughout its people s experiences. 10. Every culture has its own unique aspects and components. 11. There is a relationship between the practices & perspectives of a culture and the products & perspectives of a culture. 12. In today s increasingly globalized community, there are numerous opportunities for learning & enjoying a language independently. Cultural Integrations 1. Why is it important to study a language? 2. Why is it important to apply language outside of the classroom? 3. Why is it important to recognize differences between language use in school & beyond school (vocabulary, dialect, pronunciation)? 4. How can learning a new language be used for personal enjoyment & enrichment? 5. How is technology useful in furthering your enjoyment of a new language? 6. What are some distinctive 1. How do you know when to formally or informally address the person you are speaking to? 2. How do you forma a question? 3. How do you form an affirmative or negative response to a question? 4. How does inflection or intonation influence what is said? 5. How does word order affect meaning? 6. How do you organize your message to effectively communicate it to your audience? 7. What are some tools from
Geography, location, capital city of country in reading selection; 4 (minimally) cultural customs (i.e. holidays, celebrations, names, family structures, religious practices, food); Awareness of cultural differences and stereotypes Key Concepts & Terms viewpoints of the studied culture? 7. Why is it necessary to understand various cultures? 8. How do we use prior knowledge from other disciplines to further understand a new language and its related cultures? your own language that you can use to lean a new language? 8. How does the culture studied compare to your own? Word order and language in context Supports previously acquired grammatical concepts Supports previously acquired vocabulary while building a working reading vocabulary Improves spelling Competencies Students will know 1. the meaning of the spoken target language (TL) at the appropriate level 2. how to speak in the TL at the appropriate level 3. how to read and comprehend course texts and materials in the TL 4. how to write at the appropriate level of accuracy in the TL 5. about the diverse cultures as they relate to the study of the TL Skills Students will be able to 1. identify at least 4 cultural customs practiced in country in written text 2. identify geographical facts about said country 3. identify & describe the main ideas & characters from the text 4. identify cognates & idiomatic expressions 5. retell the plot summary Assessment Evidence (Stage 2) Performance Task Description Goal Role
Audience Situation Product/Performance Standards Other Evidence Where are your students headed? Where have they been? How will you make sure the students know where they are going? Learning Plan (Stage 3) 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 selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)
Understanding By Design Unit Template Title of Unit WL French Level 2 CCP Grade Level 9 or 10 Curriculum Area WL Time Frame 1 st semester, 4-6 weeks Developed By District WLD Theme 2: Childhood & Past Experiences Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Understandings Essential Questions Overarching Understanding Overarching Topical 1. A conversation is an exchange of information and/or opinions about feelings and emotions between 2 or more people. 2. Written & spoken language is meant to be understood & interpreted. 3. Presentations of information, concepts, & ideas are meant to be communicated to an audience of listeners or readers. 4. World Language is not an isolated academic subject; it pertains to daily life and enhances the understanding of other school subjects. 5. Communication is essential. 6. A new language can be used for personal enjoyment & enrichment. 7. There is a world of language beyond the classroom setting. 8. Learning does not end when you leave school. 9. A culture is formed by the unique circumstances which have occurred throughout its people s experiences. 10. Every culture has its own unique aspects and components. 11. There is a relationship between the practices & perspectives of a culture and the products & perspectives of a culture. 12. In today s increasingly globalized community, there are numerous opportunities for learning & enjoying a language independently. Cultural Integrations 1. How can learning a language be used for personal enjoyment & enrichment? 2. How is technology useful in furthering your enjoyment of a language? 3. What are some distinctive viewpoints of the studied culture? 4. How do we use prior knowledge to further understand a language and its related cultures? 1. How do you form and respond to a question about your past experiences and those of others? 2. How does word order, specifically with helping verbs in the passé composé affect meaning? 3. How do you organize your message to effectively communicate it to your audience? 4. How do verbs change to appropriately communicate your message, whether in the present, passé composé, or imperfect tenses?
Similarities and differences between American and French schools. Key Concepts & Terms 5. When would one use the imparfait instead of the passé composé to communicate about past events? Introduction to the formation and uses of the imparfait of regular and common irregular verbs Introduction to the formation and uses of the passé compose of regular and common irregular verbs. Un jouet Une poupée Un animal en peluche Un jeu vidéo Une émission À la télé Construire Bâtir Une photo Un camion Des voitures Des blocs Les vacances L école maternelle L école primaire Le collège Le lycée Competencies Students will know 1. the meaning of the spoken target language (TL) at the appropriate level 2. how to speak in the TL at the appropriate level 3. how to read and comprehend course texts and materials in the TL 4. how to write at the appropriate level of accuracy in the TL 5. about the diverse cultures as they relate to the study of the TL Skills Students will be able to 1. communicate about childhood experiences & events 2. correctly determine when to use the passé composé and imperfect, with correct formation, to describe past events 3. apply previous vocabulary & grammatical structures to this material Assessment Evidence (Stage 2)
Performance Task Description Goal Role Audience Situation Product/Performance Standards Other Evidence Learning Plan (Stage 3)
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 selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)
Understanding By Design Unit Template Title of Unit WL French Level 2 CCP Grade Level 9 or 10 Curriculum Area WL Time Frame 2 nd semester, 8-10 weeks Developed By District WLD Theme 5: Sports & Leisure Activities Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Understandings Essential Questions Overarching Understanding Overarching Topical 1. A conversation is an exchange of information and/or opinions about feelings and emotions between 2 or more people. 2. Written & spoken language is meant to be understood & interpreted. 3. Presentations of information, concepts, & ideas are meant to be communicated to an audience of listeners or readers. 4. World Language is not an isolated academic subject; it pertains to daily life and enhances the understanding of other school subjects. 5. Communication is essential. 6. A new language can be used for personal enjoyment & enrichment. 7. There is a world of language beyond the classroom setting. 8. Learning does not end when you leave school. 9. A culture is formed by the unique circumstances which have occurred throughout its people s experiences. 10. Every culture has its own unique aspects and components. 11. There is a relationship between the practices & perspectives of a culture and the products & perspectives of a culture. 12. In today s increasingly globalized community, there are numerous opportunities for learning & enjoying a language independently. Cultural Integrations 1. Why is it important to study a language? 2. Why is it important to apply language outside of the classroom? 3. Why is it important to recognize differences between language use in school & beyond school (vocabulary, dialect, pronunciation)? 4. How can learning a new language be used for personal enjoyment & enrichment? 5. How is technology useful in furthering your enjoyment of a new language? 6. What are some distinctive 1. How do you know when to formally or informally address the person you are speaking to? 2. How do you forma a question? 3. How do you form an affirmative or negative response to a question? 4. How does inflection or intonation influence what is said? 5. How does word order affect meaning? 6. How do you organize your message to effectively communicate it to your audience? 7. What are some tools from
Awareness of formal and informal language (tú vs. Ud.) Common sports and activities in TL countries Key Concepts & Terms viewpoints of the studied culture? 7. Why is it necessary to understand various cultures? 8. How do we use prior knowledge from other disciplines to further understand a new language and its related cultures? your own language that you can use to lean a new language? Continued study of the Passé Composé: formation and use of regular and common irregular verbs formed with both avoir & être Continued study of the imparfait: formation and use of all regular and irregular verbs Faire & du/de la/des with activities vs. Jouer & au/à la/ aux with sports and games Faire de la musculation, de l athletisme, patin à glace, du ski, de la natation, la gymnastique, des exercices, de la lutte Jouer au foot, au basket, au tennis, au baseball, au hockey sur glace, hockey sur gazon, au football américain, aux jeux vidéo Common transition words and their use with either the passé composé or the imparfait: ensuite, alors, tout d un coup, toujours, tout le temps, de temps en temps, puis, enfin Competencies Students will know 1. the meaning of the spoken target language (TL) at the appropriate level 2. how to speak in the TL at the appropriate level 3. how to read and comprehend course texts and materials in the TL 4. how to write at the appropriate level of accuracy in the TL 5. about the diverse cultures as they relate to the study of the TL Skills Students will be able to Assessment Evidence (Stage 2) Performance Task Description Goal 1. communicate about sports and leisure activities in the past tense 2. form and correctly use the passé compose for the above verbs for describing past events 3. use the correct articles when communicating about sports and leisure activities 4. apply previous vocabulary & grammatical structures to this material
Role Audience Situation Product/Performance Standards Other Evidence Where are your students headed? Where have they been? How will you make sure the students know where they are going? Learning Plan (Stage 3)
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 selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)
Understanding By Design Unit Template Title of Unit WL French Level 2 CCP Grade Level 9 or 10 Curriculum Area WL Time Frame 2 nd semester, 7-9 weeks Developed By District WLD Theme 6: Travel & Errands Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Understandings Essential Questions Overarching Understanding Overarching Topical 1. A conversation is an exchange of information and/or opinions about feelings and emotions between 2 or more people. 2. Written & spoken language is meant to be understood & interpreted. 3. Presentations of information, concepts, & ideas are meant to be communicated to an audience of listeners or readers. 4. World Language is not an isolated academic subject; it pertains to daily life and enhances the understanding of other school subjects. 5. Communication is essential. 6. A new language can be used for personal enjoyment & enrichment. 7. There is a world of language beyond the classroom setting. 8. Learning does not end when you leave school. 9. A culture is formed by the unique circumstances which have occurred throughout its people s experiences. 10. Every culture has its own unique aspects and components. 11. There is a relationship between the practices & perspectives of a culture and the products & perspectives of a culture. 12. In today s increasingly globalized community, there are numerous opportunities for learning & enjoying a language independently. Cultural Integrations 1. Why is it important to study a language? 2. Why is it important to apply language outside of the classroom? 3. Why is it important to recognize differences between language use in school & beyond school (vocabulary, dialect, pronunciation)? 4. How can learning a new language be used for personal enjoyment & enrichment? 5. How is technology useful in furthering your enjoyment of a new language? 6. What are some distinctive 1. How do you know when to formally or informally address the person you are speaking to? 2. How do you forma a question? 3. How do you form an affirmative or negative response to a question? 4. How does inflection or intonation influence what is said? 5. How does word order affect meaning? 6. How do you organize your message to effectively communicate it to your audience? 7. What are some tools from
Awareness of formal and informal language (tú vs. Ud.) Traveling and cultural expectations and differences Key Concepts & Terms viewpoints of the studied culture? 7. Why is it necessary to understand various cultures? 8. How do we use prior knowledge from other disciplines to further understand a new language and its related cultures? your own language that you can use to lean a new language? Continued study of the formation and uses of the passé compose and imparfait Introduction to the formation of reflexive vebs in the passé compose Introduction to the agreement of past participles in the passé composé Prepositions with various modes of transport: en voiture, en bus, en avion, en vaisseau spatial, en taxi, en bateau, en train vs. à pied, à cheval, à vélo À la bibliothèque, au magasin, au supermarché, à l aéroport, à la gare, à la station service, à la pharmacie, à la boulangerie, à la quincaillerie, au centre commercial, au cinéma, au magasin de vêtements, au stade, au terrain de golf Competencies Students will know 1. the meaning of the spoken target language (TL) at the appropriate level 2. how to speak in the TL at the appropriate level 3. how to read and comprehend course texts and materials in the TL 4. how to write at the appropriate level of accuracy in the TL 5. about the diverse cultures as they relate to the study of the TL Skills Students will be able to 1. communicate about traveling and running errands around town 2. form and use the passé compose, the imparfait, and the present indicative of verbs (above) 3. apply the rules of agreement of past participles in the passé composé 4. apply previous vocabulary & grammatical structures to this material Assessment Evidence (Stage 2) Performance Task Description Goal
Role Audience Situation Product/Performance Standards Other Evidence Where are your students headed? Where have they been? How will you make sure the students know where they are going? Learning Plan (Stage 3)
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 selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)
Understanding By Design Unit Template Title of Unit WL French Level 2 CCP Grade Level 9 or 10 Curriculum Area WL Time Frame 2 nd semester, 2-4 weeks Developed By District WLD Theme 6: Literature 2 nd semester Content Standards 1.1: Students engage in conversation, provide & obtain information, express feelings & emotions, & exchange opinions. 1.2: Students understand & interpret written & spoken language on a variety of topics. 1.3: Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 3.1: Reinforce and further students knowledge of other disciplines through WL. 3.2: Students acquire information & recognize distinctive viewpoints that are available through WL & its cultures. 4.1: Students demonstrate understanding of nature of language through comparisons of language studied and their own. 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied & their own. 5.1: Students use the language both within and beyond the school setting. 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Understandings Essential Questions Overarching Understanding Overarching Topical 1. A conversation is an exchange of information and/or opinions about feelings and emotions between 2 or more people. 2. Written & spoken language is meant to be understood & interpreted. 3. Presentations of information, concepts, & ideas are meant to be communicated to an audience of listeners or readers. 4. World Language is not an isolated academic subject; it pertains to daily life and enhances the understanding of other school subjects. 5. Communication is essential. 6. A new language can be used for personal enjoyment & enrichment. 7. There is a world of language beyond the classroom setting. 8. Learning does not end when you leave school. 9. A culture is formed by the unique circumstances which have occurred throughout its people s experiences. 10. Every culture has its own unique aspects and components. 11. There is a relationship between the practices & perspectives of a culture and the products & perspectives of a culture. 12. In today s increasingly globalized community, there are numerous opportunities for learning & enjoying a language independently. Cultural Integrations 1. Why is it important to study a language? 2. Why is it important to apply language outside of the classroom? 3. Why is it important to recognize differences between language use in school & beyond school (vocabulary, dialect, pronunciation)? 4. How can learning a new language be used for personal enjoyment & enrichment? 5. How is technology useful in furthering your enjoyment of a new language? 6. What are some distinctive 1. How do you know when to formally or informally address the person you are speaking to? 2. How do you forma a question? 3. How do you form an affirmative or negative response to a question? 4. How does inflection or intonation influence what is said? 5. How does word order affect meaning? 6. How do you organize your message to effectively communicate it to your audience? 7. What are some tools from
Geography, location, capital city of country in reading selection; 4 (minimally) cultural customs (i.e. holidays, celebrations, names, family structures, religious practices, food); Awareness of cultural differences and stereotypes Key Concepts & Terms viewpoints of the studied culture? 7. Why is it necessary to understand various cultures? 8. How do we use prior knowledge from other disciplines to further understand a new language and its related cultures? your own language that you can use to lean a new language? 8. How does the culture studied compare to your own? Word order and language in context Supports previously acquired grammatical concepts Supports previously acquired vocabulary while building a working reading vocabulary Improves spelling Competencies Students will know 1. the meaning of the spoken target language (TL) at the appropriate level 2. how to speak in the TL at the appropriate level 3. how to read and comprehend course texts and materials in the TL 4. how to write at the appropriate level of accuracy in the TL 5. about the diverse cultures as they relate to the study of the TL Skills Students will be able to 1. identify at least 4 cultural customs practiced in country in written text 2. identify geographical facts about said country 3. identify & describe the main ideas & characters from the text 4. identify cognates & idiomatic expressions 5. retell the plot summary Assessment Evidence (Stage 2) Performance Task Description Goal Role
Audience Situation Product/Performance Standards Other Evidence Where are your students headed? Where have they been? How will you make sure the students know where they are going? Learning Plan (Stage 3) 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 selfevaluate their growing skills, knowledge, and understanding throughout the unit? How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)