French II Syllabus Certificated Teacher: Date: 2015-2016 Desired Results Course Title: French II Credit: one semester (.5) x two semesters (1) Estimate of hours per week engaged in learning activities 5 hours of class work per week. Prerequisites and/or recommended preparation: none Instructional Materials: All learning activity resources and folders are contained within the student online course. Online course I saccessed via login and password assigned by student s (web account) or emailed directly to student upon enrollment, with the login website address. Rosetta Stone Online Curriculum French/English dictionary Conjuguemos website, no charge Course Overview: Course content includes the vocabulary and the grammar skills necessary to communicate in the present, past and future tenses. Topic areas include careers, the past (childhood) and future plans, house and furnishings, school life, daily activities, the body and health and dining and travel. All five language competencies (speaking, listening, reading, writing, and culture) are addressed, and Washington state EALRs/National Standards are followed. Daily activities include vocabulary review; conversation practice; listening to native speakers on audio and video recordings; writing practice and reading comprehension. Enduring Understandings for Course: Pronunciation and spelling in French Comparative and Superlatives Command forms Direct and Indirect Objects Irregular verbs in present, past and future Reflexive verbs Negative Expressions vocabulary through context Reading strategies Establish Goals: Accurately communicate about the present, past and future. (Events and ongoing actions.) Communicate effectively using comparisons and object pronouns Express oneself using reflexive verbs and related vocabulary Ask for and receive information on common objects in life Be equipped to travel using the target language Understandings: Difference between the preterit and imperfect tenses in order to tell stories Essential Questions: How can we use the preterit and imperfect tenses to express events
and events in the past Cultural importance of French homes, schools, shopping and eating How more complicated language acquisition leads to better cultural understandings and self-empowerment in the past? How can any vocabulary and language structure benefit our travels? How can cultural comparisons with our country and the target language s country increase our awareness and understanding of the world? Students will know: How to correctly use and form the preterit tense. How to correctly use and form the imperfect tense. How to correctly use and form the future tense. Vocabulary to talk about home life, shopping, dining and daily life How to correctly form and use all irregular verbs and reflexive verbs in those tenses Students will be able to: Communicate effectively in the areas of: 1) Travel 2) Daily life 3) The past 4) The future 5) Jobs and workplaces 6) Home and school Evidence of Assessment What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.] Performance Tasks: Formative Oral Assessments Writing samples Participation in blogs and forums Unit tests Summative projects (Unit Projects) Types of Activities Activities: Students will participate in a wide variety of learning activities in Black Board and Rosetta Stone, including:
vocabulary identification/recognition blogs audio podcasts audio and video presentations online grammar worksheets webinars for difficult grammatical points varied methodology for presentations: use of manipulatives, technology, worksheets, music, oral repetition, reading, podcasting and Rosetta Stone reading comprehension activities summarizing activities self-assessments performance tasks- presentations, etc Direct Instruction x Structured Overview x_mini presentation x Drill & Practice x Demonstrations x Other: webinar and podcasts Activities Indirect Instruction Problem-based Case Studies Inquiry x Reflective Practice Project Paper Concept Mapping Experiential x Virt. Field Trip Experiments Simulations x Games Field Observ. _x Role-playing Model Bldg. Surveys Independent Study x Essays x_self-paced computer x Journals Logs Reports Directed Study x Research Projects Interactive Instruction x Discussion Debates Role Playing Panels Peer Partner Project team Laboratory Groups _Think, Pair, Share Cooperative Tutorial Groups x Interviewing Conferencing 1 st Semester French II Activities I. Core concepts: A. Review a) Pronunciation b) Regular and Irregular Verbs in the Present c) Noun/Adjective Agreement d) Gender e) Infinitive Construction f) Possessive Adjectives B. Expressing the present: Irregular Verbs, Present tense conjugations a) Commands b) Present with Depuis C. Creating Authentic French: Direct and Indirect Object Pronouns a) Meanings b) Placement D. Comparing and Expressing Ideas: Comparative/Superlatives a) Construction b) Exceptions E. Looking to the Future: The Future Tense and Careers a) All regular and irregular verbs b) Use with Quand
E. Telling our Story: The Preterit Tense a) Formation b) Uses c) Reflexives in the past d) Etre verbs e) Vocabulary that signals the past F. Refining our Story: 2 Clause phrases G. Embellishing our Story: Useful adverbs and prepositions II. Vocabulary A. Careers B. House and furnishings C. School and Education D. Childhood vocabulary E. Shopping F. Travel G. Restaurant and cooking III. Culture A. Cooking in France B. Paris C. More Geography of the World IV. Washington State Essential Academic Requirements See this link to view the National Standards and our EALRs in alignment with the Rosetta Stone: http://www.rosettastone.com/schools/solutions/stimulus 2 nd Semester French II Activities I. Core concepts: A. Daily Life a) Regular and Irregular Reflexive Verbs b) Expressing daily routine B. Health a) The body and its ailments b) Negative expressions c) Adjectives x adverbs C. Childhood and the Past a) The Imperfect Tense all verbs b) Words that signal the Imperfect c) The Comparison of the Imperfect x the Preterit II. Vocabulary A. The Body B. House and furnishings C. Childhood vocabulary D. Leisure activities E. Personal hygiene F. Ailments G. Irregular Adjectives
III. Culture A. Art B. Les Antilles C. Literature of France D. Current Events IV. Washington State Essential Academic Requirements See this link to view the National Standards and our EALRs in alignment with the Rosetta Stone: http://www.rosettastone.com/schools/solutions/stimulus Adapted from Understanding by Design Template available online and the Understanding by Design: Professional Development Workbook. References: Wiggins, G., & McTighe, J. (n.d.). Understanding by Design Exchange. Retrieved November 2, 2004 from http://www.ubdexchange.org/ Wiggins, G., & McTighe, J. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and Curriculum Development.)