Content/Essential Questions Manhattan Center for Science and Mathematics Languages other than English LOTE Department J. David Jimenez, Principal Michael Salek, Assistant Principal French 1 Curriculum Map September Skills Assessment Common Core Alignment Unité 1: Salut! Ça va? (Prélude) Essential Questions : What are this course s objectives and requirements? What does it mean to be bilingual? What is the importance of speaking more than one language? What are the reasons that make French an important language to study? How can cognates help in the study of French? What are some of the important questions to start and carry on a simple conversation in French? Students will be able to : give reasons for second language acquisition. give specific reason for learning French. understand the difference sounds of the French alphabet. understand the meaning of a cognate. recognize the difference between a cognate and a false cognate. greet someone, introduce themselves and someone else. ask someone s name and tell someone s name use numbers to talk about time, the date, and their birthdays. describe the weather and seasons. identify different French holidays. Students will be able to answer the following questions: Comment t appelles-tu? Ça va? Quel âge as-tu? Quelle est la date? / Quel jour estce? Quand est ton anniversaire? Quelle est ton numéro de téléphone? Quelle heure est-il? Quels temps fait-il? Speaking and culture skills are assessed Student-to Student dialogue practices Providing a phone number Describing weather and temperature in the different regions of France Listening and culture skills are assessed BINGO Listening to authentic French speakers through a variety of exercises Understanding phone numbers Textbook DVD Program Writing and culture skills are assessed Worksheets Graphic Organizers Pictionary (vocabulary dictionary) Verb Tic-Tac-Toe Reading and culture are assessed Dialogues Cultural readings Internet Activities Speaking, Listening, Reading, Writing and Culture are assessed Vocabulary quizzes and Unit Exam Project: Design a calendar of your birthday month in French, including any French holidays that exist during that month. CCS ELA Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCS ELA Literature 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. CCS ELA Informational Text 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). CCS ELA Speaking and Listening 1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. 1e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.
SWD Depending on individual student strengths and areas of need, specific comprehension and writing strategies will be employed. These include scaffolding, chunking material, graphic organizers, non-linguistic representations of vocabulary, and Venn diagrams. Since several assessments are group assignments, students will be paired with a student who has demonstrated the ability to work well with others and help them do their best. The small groups will also be strategically chosen for cooperative learning strengths. ELL Students will be able to make linguistic connections between French and their home language and English. Students will make linguistic and cultural connections. High Performing Students have the opportunity to access different resource reading materials for this unit in multiple reading levels, from basic to materials written for native high school speakers. Students are expected to meet all skills goal with greater focus on their individual areas of strength and Project assessments allow students to present their work in a variety of presentation formats; i.e., text, video, PowerPoint.
Content/Essential Questions Manhattan Center for Science and Mathematics Languages other than English LOTE Department J. David Jimenez, Principal Michael Salek, Assistant Principal French 1 Curriculum Map October Skills Assessment Common Core Alignment Unité 2: Qu est-ce que tu aimes faire? Essential Questions: What are some of the activities that we take part in in our daily lives? How can we express our likes and dislikes in French? Students will be able to: express likes and dislikes. talk about different activities and sports. agree and disagree to ask for information use adverbs of degree invite someone to do a certain activity refuse / accept an invitation use subject pronouns distinguish the difference between tu vs. vous (formal/informal) negation conjugate regular ER verbs identify activites and music that are popular for French adolescents. Students will be able to answer the following questions: Qu est-ce que tu aimes faire pendant le weekend? Tu aimes beaucoup nager? Tu aimes bien voyager? Tu aimes un peu etudier? Speaking and culture skills are assessed Student-to-student dialogue practices Charades Listening and culture skills are assessed Dialogues Textbook Video Program Listening to authentic French speakers through a variety of exercises Verb Tic-Tac-Toe Writing and culture skills are assessed Worksheets Graphic Organizers Verb Tic-Tac-Toe Pictionary (vocabulary dictionary) Reading and culture are assessed Dialogues Cultural readings Internet Activities Speaking, Listening, Reading, Writing and Culture are assessed Vocabulary quizzes and Unit Exams Project: Create a Word Wall (8.5x11 ) Card illustrating a specific verb and correctly conjugating that verb on the back of the card. CCS ELA Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCS ELA Literature 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. CCS ELA Informational Text 6. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. CCS ELA Speaking and Listening 1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. 1e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.
SWD Depending on individual student strengths and areas of need, specific comprehension and writing strategies will be employed. These include scaffolding, chunking material, graphic organizers, non-linguistic representations of vocabulary, and Venn diagrams. Since several assessments are group assignments, students will be paired with a student who has demonstrated the ability to work well with others and help them do their best. The small groups will also be strategically chosen for cooperative learning strengths. ELL Students will be able to make linguistic connections between French and their home language and English. Students will make linguistic and cultural connections. High Performing Students have the opportunity to access different resource reading materials for this unit in multiple reading levels, from basic to materials written for native high school speakers. Students are expected to meet all skills goal with greater focus on their individual areas of strength and Project assessments allow students to present their work in a variety of presentation formats; i.e., text, video, PowerPoint.
Content/Essential Questions Unité 3: Au Café Essential Questions: What are some of the cultural differences between foods in France and the United States? What are some of the establishments that teens eat at in France? How does this differ for teens in the United States? How can we invite someone to go out? How can we accept and/or refuse invitations? What information would you need to know to engage in a conversation with a waiter/waitress in a French restaurant? Manhattan Center for Science and Mathematics Languages other than English LOTE Department J. David Jimenez, Principal Michael Salek, Assistant Principal French 1 Curriculum Map Students will be able to: November Skills Assessment Common Core Alignment talk about different foods, drinks and desserts invite someone to go out to eat accept and refuse invitations order foods and beverages ask for a price conjugate the irregular verb aller use aller to ask how someone is feeling understand the gender of nouns use indefinite articles use definite articles use plurals review time on the hour count up to 100 understand the Euro Dollar identify different foods and drinks that make up French cuisine Students will be able to answer the following questions: Qu est-ce que tu aimes manger? On y va au café ou au fastfood? Vous désirez? Ça fait combien? Speaking and culture skills are assessed Student-to-student dialogue practices Food/Drink Flash Cards Listening and culture skills are assessed Dialogues Textbook DVD Program Listening to authentic French speakers through a variety of exercises French movie L Argent de Poche Writing and culture skills are assessed Worksheets Graphic Organizers Verb Tic-Tac-Toe Pictionary (vocabulary dictionary) Reading and culture are assessed Dialogues Cultural readings Internet Activities Speaking, Listening, Reading, Writing and Culture are assessed Vocabulary quizzes and Unit Exams Project: Create a menu for a French restaurant in Paris. The menu should include 7 foods, 7 drinks, and 5 desserts and the price in Euro Dollar for each item. Give the restaurant an authentic name, address, and phone number. Include illustrations. CCS ELA Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Adapt voice, awareness of audience, and use of language to accommodate a variety of cultural contexts. CCS ELA Informational Text 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s). CCS ELA Speaking and Listening 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. 1e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.
SWD Depending on individual student strengths and areas of need, specific comprehension and writing strategies will be employed. These include scaffolding, chunking material, graphic organizers, non-linguistic representations of vocabulary, and Venn diagrams. Since several assessments are group assignments, students will be paired with a student who has demonstrated the ability to work well with others and help them do their best. The small groups will also be strategically chosen for cooperative learning strengths. ELL Students will be able to make linguistic connections between French and their home language and English. Students will make linguistic and cultural connections. High Performing Students have the opportunity to access different resource reading materials for this unit in multiple reading levels, from basic to materials written for native high school speakers. Students are expected to meet all skills goal with greater focus on their individual areas of strength and Project assessments allow students to present their work in a variety of presentation formats; i.e., text, video, PowerPoint.
Content/Essential Questions Manhattan Center for Science and Mathematics Languages other than English LOTE Department J. David Jimenez, Principal Michael Salek, Assistant Principal French 1 Curriculum Map December/january Skills Assessment Common Core Alignment Unité 4: L École Essential Questions: What are the similarities and differences between schools in France and the United States? How do your school subjects differ from those that French students study? How is your school schedule different from a French student s schedule? Students will be able to: express need talk about school supplies and items found in the classroom talk about school subjects ask what something is tell location by using prepositions ask for information give information agree and disagree describe daily routines conjugate irregular verb avoir conjugate regular IR verbs review time identify similarities and differences between schools in France and the United States understand how students in France are graded in their classes Students will be able to answer the following questions: Qu est-ce que c est? Où est le crayon? À quelle heure est-ce que tu finis la classe de français? Qui sont tes professeurs? Speaking and culture skills are assessed Student-to-student dialogue practices Identification of school supplies Listening and culture skills are assessed Dialogues Textbook DVD Listening to authentic French speakers through a variety of exercises Writing and culture skills are assessed Worksheets Graphic Organizers Verb Tic-Tac-Toe Pictionary (vocabulary dictionary) Paragraph Writing (50+ words) Reading and culture are assessed Dialogues Cultural readings Internet Activities Speaking, Listening, Reading, Writing and Culture are assessed Vocabulary quizzes and Midterm Exam Project: Create a replica of your class schedule in French. Include the subjects, days of the week, teachers, classroom numbers, and illustrations. CCS ELA Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. CCS ELA Informational Text 5. Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). CCS ELA Speaking and Listening 1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. 1d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
1e. Seek to understand other perspectives and cultures communicate effectively with audiences or individuals from varied backgrounds. SWD Depending on individual student strengths and areas of need, specific comprehension and writing strategies will be employed. These include scaffolding, chunking material, graphic organizers, non-linguistic representations of vocabulary, and Venn diagrams. Since several assessments are group assignments, students will be paired with a student who has demonstrated the ability to work well with others and help them do their best. The small groups will also be strategically chosen for cooperative learning strengths. ELL Students will be able to make linguistic connections between French and their home language and English. Students will make linguistic and cultural connections. High Performing Students have the opportunity to access different resource reading materials for this unit in multiple reading levels, from basic to materials written for native high school speakers. Students are expected to meet all skills goal with greater focus on their individual areas of strength and Project assessments allow students to present their work in a variety of presentation formats; i.e., text, video, PowerPoint.
Content/Essential Questions Manhattan Center for Science and Mathematics Languages other than English LOTE Department J. David Jimenez, Principal Michael Salek, Assistant Principal French 2 Curriculum Map February Skills Assessment Common Core Alignment Unité 5: La Famille Essential Questions: How is your family similar and different from French families? What are different ways we ask for and provide information in French? How would you describe your family? Students will be able to: identify different members of the family identify family pets ask for information give information explain something describe physical traits describe character review age/birthdays review asking/telling the date tell location use other expressions that use avoir conjugate the irregular verb être use possessive adjectives make agreements with adjectives (gender/plurality) identify how French families differ from families in the United States Students will be able to answer the following questions: Qui sont les membres de ta famille? Tu ressembles à qui? Tu vas où en vacances? Tu préfères quel mois? Speaking and culture skills are assessed Student-to-student dialogue practices Identifying family members in a family tree Listening and culture skills are assessed Textbook DVD program Listening to authentic French speakers through a variety of exercises Dialogues Writing and culture skills are assessed Worksheets Graphic Organizers Verb Tic-Tac-Toe Pictionary (vocabulary dictionary) Paragraph writing (50+ words) Reading and culture are assessed Dialogues Cultural readings Speaking, Listening, Reading, Writing and Culture are assessed Vocabulary quizzes and Unit Exams Project: Ma Famille Imaginaire Create an imaginary family by cutting out pictures of different people (celebrities, cartoons, etc.). For each person, state their name, age, hair/eye color, and 1-2 character traits. CCS ELA Writing 1c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 1d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 1e. Provide a concluding statement or section that follows from and supports the argument presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCS ELA Informational Text 6. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. CCS ELA Speaking and Listening 1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.
1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. 1e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds. SWD Depending on individual student strengths and areas of need, specific comprehension and writing strategies will be employed. These include scaffolding, chunking material, graphic organizers, non-linguistic representations of vocabulary, and Venn diagrams. Since several assessments are group assignments, students will be paired with a student who has demonstrated the ability to work well with others and help them do their best. The small groups will also be strategically chosen for cooperative learning strengths. ELL Students will be able to make linguistic connections between French and their home language and English. Students will make linguistic and cultural connections. High Performing Students have the opportunity to access different resource reading materials for this unit in multiple reading levels, from basic to materials written for native high school speakers. Students are expected to meet all skills goal with greater focus on their individual areas of strength and domains: speaking, listening, Project assessments allow students to present their work in a variety of presentation formats; i.e., text, video, PowerPoint.
Content/Essential Questions Manhattan Center for Science and Mathematics Languages other than English LOTE Department J. David Jimenez, Principal Michael Salek, Assistant Principal French 2 Curriculum Map march Skills Assessment Common Core Alignment Unité 6: Tu viens d où? Essential Questions: What is a profession that you would like to pursue and what would you need to study in order to be successful in that career? What is important to know about the geography of France and its surrounding neighbors? Students will be able to: identify nationalities ask and tell where someone is from identify professions to ask for and give information explain something express emotions conjugate the irregular verb venir use the preposition de with definite articles form questions distinguish the difference between C est vs. Il/Elle est use the interrogative adjective quel conjugate the irregular verb faire review weather/seasons identify the geography of France and its neighboring countries Students will be able to answer the following questions: Tu viens d où? Quelle est la profession de tes parents? Tu desires être quelle profession? Pourquoi? Speaking and culture skills are assessed Student-to-student dialogue practices Talking about countries on a map Listening and culture skills are assessed Textbook DVD Program Listening to authentic French speakers through a variety of exercises Dialogues Writing and culture skills are assessed Worksheets Graphic Organizers Verb Tic-Tac-Toe Pictionary (vocabulary dictionary) Labeling a map of France and Western Europe Paragraph Writing (50+ words) Reading and culture are assessed Dialogues Cultural readings Identifying country flags Speaking, Listening, Reading, Writing and Culture are assessed Vocabulary quizzes and Unit Exams Project: Create a Career Poster. Tell which career you would like to pursue as you get older and which classes you would need to take in order to be successful in that career. Be sure to have an illustration. CCS ELA Writing 2b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCS ELA Informational Text 6. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. CCS ELA Literature 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCS ELA Speaking and Listening 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
1e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds. SWD Depending on individual student strengths and areas of need, specific comprehension and writing strategies will be employed. These include scaffolding, chunking material, graphic organizers, non-linguistic representations of vocabulary, and Venn diagrams. Since several assessments are group assignments, students will be paired with a student who has demonstrated the ability to work well with others and help them do their best. The small groups will also be strategically chosen for cooperative learning strengths. ELL Students will be able to make linguistic connections between French and their home language and English. Students will make linguistic and cultural connections. High Performing Students have the opportunity to access different resource reading materials for this unit in multiple reading levels, from basic to materials written for native high school speakers. Students are expected to meet all skills goal with greater focus on their individual areas of strength and Project assessments allow students to present their work in a variety of presentation formats; i.e., text, video, PowerPoint.
Content/Essential Questions Manhattan Center for Science and Mathematics Languages other than English LOTE Department J. David Jimenez, Principal Michael Salek, Assistant Principal French 2 Curriculum Map april Skills Assessment Common Core Alignment Unité 7: On fait les magasins. Essential Questions: What are similarities and differences in popular clothing trends amongst American and French teens? How have French fashion designers influenced the fashion industry? What information would you need to know to engage in a conversation with a salesperson in a French clothing store? Students will be able to: identify different articles of clothing / accessories identify different stores to purchase clothing express likes / dislikes express intentions inquire about and compare prices choose and purchase items inquire about a specific size use aller + infinitive to express the near future use the preposition à with definite articles identify colors use irregular adjectives correctly position adjectives present tense of verbs acheter and préférer present tense of regular RE verbs identify clothing trends in France Students will be able to answer the following questions: Est-ce que tu aimes faire les magasins? Qu est-ce que tu portes aujourd hui? En hiver / été? Speaking and culture skills are assessed Student-to-student dialogue practices Identify different types of clothing in the French magazine, Paris Match Listening and culture skills are assessed Textbook DVD Program Listening to authentic French speakers through a variety of exercises Listening to an advertisement from a French clothing store Dialogues Writing and culture skills are assessed Worksheets Graphic Organizers Verb Tic-Tac-Toe Pictionary (vocabulary dictionary) Paragraph Writing (50+ words) Reading and culture are assessed Dialogues Cultural readings Speaking, Listening, Reading, Writing and Culture are assessed Vocabulary quizzes and Unit Exams Project: Create a Clothing Poster Board. You will be given a member of a family (un oncle, un bébé, un enfant, une grandmère). List and illustrate as many articles of clothing that this person could wear. CCS ELA Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 4d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 4f. Adapt voice, awareness of audience, and use of language to accommodate a variety of cultural contexts. CCS ELA Literature 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCS ELA Speaking and Listening 1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions. 1e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds. SWD Depending on individual student strengths and areas of need, specific comprehension and writing strategies will be employed. These include scaffolding, chunking material, graphic organizers, non-linguistic representations of vocabulary, and Venn diagrams. Since several assessments are group assignments, students will be paired with a student who has demonstrated the ability to work well with others and help them do their best. The small groups will also be strategically chosen for cooperative learning strengths. ELL Students will be able to make linguistic connections between French and their home language and English. Students will make linguistic and cultural connections. High Performing Students have the opportunity to access different resource reading materials for this unit in multiple reading levels, from basic to materials written for native high school speakers. Students are expected to meet all skills goal with greater focus on their individual areas of strength and Project assessments allow students to present their work in a variety of presentation formats; i.e., text, video, PowerPoint.
Content/Essential Questions Manhattan Center for Science and Mathematics Languages other than English LOTE Department J. David Jimenez, Principal Michael Salek, Assistant Principal French 2 Curriculum Map May/june Skills Assessment Common Core Alignment Unité 8: On fait les courses. Essential Questions: What are some of the different establishments to purchase food in France? What can you find in each of these stores? What are some specialty foods from the different regions of France? What information would you need to know to engage in a conversation with a salesperson in a French specialty food store? Students will be able to: identify different fruits and vegetables identify different specialty stores in France ask for and give information express likes / dislikes identify objects ask for permission ask for / state prices compare prices make a complaint insist negotiate choose and purchase items present tense of the irregular verbs vouloir and pouvoir use demonstrative adjectives use the partitive article in affirmative and negative sentences identify some of the specialty foods from different regions in France Students will be able to answer the following questions: Qu est-ce que tu vas manger ce soir? Est-ce que tu manges assez de fruits et de legumes? Speaking and culture skills are assessed Student-to-student dialogue practices Identify different types of foods from a supermarket circular Listening and culture skills are assessed Textbook DVD Program Listening to authentic French speakers through a variety of exercises Listening to an advertisement from a French clothing store Dialogues Writing and culture skills are assessed Worksheets Graphic Organizers Verb Tic-Tac-Toe Pictionary (vocabulary dictionary) Paragraph Writing (50+ words) Reading and culture are assessed Dialogues Cultural readings Speaking, Listening, Reading, Writing and Culture are assessed Vocabulary quizzes, Unit Exam, and Final Exam Project: Les magasins. In pairs, students will choose a specialty store from the lesson. Design a culturally-authentic storefront for the establishment, giving it a French name. Include names, prices, and pictures of various items. CCS ELA Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 4d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 4f. Adapt voice, awareness of audience, and use of language to accommodate a variety of cultural contexts. CCS ELA Informational Text 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s). CCS ELA Speaking and Listening 1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
1e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds. SWD Depending on individual student strengths and areas of need, specific comprehension and writing strategies will be employed. These include scaffolding, chunking material, graphic organizers, non-linguistic representations of vocabulary, and Venn diagrams. Since several assessments are group assignments, students will be paired with a student who has demonstrated the ability to work well with others and help them do their best. The small groups will also be strategically chosen for cooperative learning strengths. ELL Students will be able to make linguistic connections between French and their home language and English. Students will make linguistic and cultural connections. High Performing Students have the opportunity to access different resource reading materials for this unit in multiple reading levels, from basic to materials written for native high school speakers. Students are expected to meet all skills goal with greater focus on their individual areas of strength and Project assessments allow students to present their work in a variety of presentation formats; i.e., text, video, PowerPoint.