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CurriculumManagementSystem

MONROETOWNSHIPSCHOOLS

CourseName:French2Grade:9‐12

Foradoptionbyallregulareducationprograms BoardApproved:October.2015asspecifiedandforadoptionoradaptationbyallSpecialEducationProgramsinaccordancewithBoardofEducationPolicy#2220.

TableofContents

MonroeTownshipSchoolsAdministrationandBoardofEducationMembers Page3.

Mission,Vision,Beliefs,andGoals Page4

CoreCurriculumContentStandards Page5

ScopeandSequence Pages6‐9

Goals/EssentialQuestions/Objectives/InstructionalTools/Activities Pages10‐30

QuarterlyBenchmarkAssessment Pages31‐34

MonroeTownshipSchoolsAdministrationandBoardofEducationMembers

ADMINISTRATIONDr.MichaelKozak,Superintendent

Dr.DoriAlvich,AssistantSuperintendent

BOARDOFEDUCATIONMr.DougPoye,BoardPresident

Mr.TomNothstein,BoardVicePresidentMs.MicheleArminio

Mr.MarvinI.BravermanMs.JillDeMaioMr.LewKaufman

Ms.KathyKolupanowichMr.AnthonyPreziosoMr.StevenRiback

JamesburgRepresentativeMr.RobertCzarneski

WRITERS’NAMES:SandraCormeyLaurenMadden

CURRICULUMSUPERVISOR

Dr.KellyF.Roselle

Mission,Vision,Beliefs,andGoals

MissionStatement

TheMonroePublicSchoolsincollaborationwiththemembersofthecommunityshallensurethatallchildrenreceiveanexemplaryeducationbywell‐trainedcommittedstaffinasafeandorderlyenvironment.

VisionStatement

TheMonroeTownshipBoardofEducationcommitsitselftoallchildrenbypreparingthemtoreachtheirfullpotentialandtofunctioninaglobalsocietythroughapreeminenteducation.

Beliefs

1.Alldecisionsaremadeonthepremisethatchildrenmustcomefirst.2.Alldistrictdecisionsaremadetoensurethatpracticesandpoliciesaredevelopedtobeinclusive,sensitiveandmeaningfultoourdiversepopulation.3.Webelievethereisasenseofurgencyaboutimprovingrigorandstudentachievement.4.Allmembersofourcommunityareresponsibleforbuildingcapacitytoreachexcellence.5.Wearecommittedtoaprocessforcontinuousimprovementbasedoncollecting,analyzing,andreflectingondatatoguideourdecisions.6.Webelievethatcollaborationmaximizesthepotentialforimprovedoutcomes.7.Weactwithintegrity,respect,andhonestywithrecognitionthattheschoolsserveasthesocialcoreofthecommunity.8.Webelievethatresourcesmustbecommittedtoaddressthepopulationexpansioninthecommunity.9.Webelievethattherearenodisposablestudentsinourcommunityandeverychildmeanseverychild.

BoardofEducationGoals

1.Raiseachievementforallstudentspayingparticularattentiontodisparitiesbetweensubgroups.2.Systematicallycollect,analyze,andevaluateavailabledatatoinformalldecisions.3.Improvebusinessefficiencieswherepossibletoreduceoveralloperatingcosts.4.Providesupportprogramsforstudentsacrossthecontinuumofacademicachievementwithanemphasisonthosewhoareinthemiddle.5.Provideearlyinterventionsforallstudentswhoareatriskofnotreachingtheirfullpotential.6.ToCreatea21stCenturyEnvironmentofLearningthatPromotesInspiration,Motivation,Exploration,andInnovation.

CommonCoreStateStandards(CSSS)

TheCommonCoreStateStandardsprovideaconsistent,clearunderstandingofwhatstudentsareexpectedtolearn,soteachersandparentsknowwhattheyneedtodotohelpthem.Thestandardsaredesignedtoberobustandrelevanttotherealworld,reflectingtheknowledgeandskillsthatouryoungpeopleneedforsuccessincollegeandcareers.WithAmericanstudentsfullypreparedforthefuture,ourcommunitieswillbebestpositionedtocompetesuccessfullyintheglobaleconomy.

Links:1.CCSSHomePage:http://www.corestandards.org 2.CCSSFAQ:http://www.corestandards.org/frequently-asked-questions 3.CCSSTheStandards:http://www.corestandards.org/the-standards 4.NJDOELinktoCCSS:http://www.state.nj.us/education/sca 5.PartnershipforAssessmentofReadinessforCollegeandCareers(PARCC):http://parcconline.org

Quarter1

UnitTopics(s)

I.Review a.Overviewofregularandirregularverbforms b.Time,dateandweatherexpressions c.Articleformsandrulesd.Possessivesandrulese.Discussionofsimpleprepositions(à,chez,sur,sous)f.Greetingsandleave‐takings II.Quisuis‐je? a.Descriptionofoneself b.Family c.Professionsd.Descriptionsoffriendsandfamilymembersusingvariousadjectivese.Idiomaticexpressionswithêtre,avoirandfairef.Discussingdecisions,discussionsandplanswiththerecentpastandthenearfuture

Quarter2

UnitTopic(s)

I.Activitésduweek‐end a.Describingwhatyoudoontheweekend b.Tellingwhereyougoandhowyougetthere c.Discussleisuretimeactivitiesd.Usethepassécomposétodiscussaseriesofpasteventse.ExploreParisviathemetrosystemf.Identifypeopleandthingswithquelqu’unandquelquechoseg.Sayhowlongagothingshappenedusingilya+time

Quarter3

UnitTopic(s)

I.Bonappétit! a.Discussmealsandtablesetting b.Talkaboutfoodsandbeveragesindifferentcircumstances,suchasatthecafé,supermarket,andoutdoormarket c.Presentationofstem‐changingandirregularverbsthatarecommonlyusedwithfoodsandbeverages(vouloir,pouvoir,etc.)d.Useofquantityexpressionsandvarioustypesofarticlese.Expressobligationornecessityusingtheconstructionilfaut+infinitive

Quarter4

UnitTopic(s)

I.LesLoisirsetlesSpectacles a.Descriptionsofleisureactivitiesandmovies b.Extending,acceptinganddeclininginvitations c.CompareandcontrastleisureactivitiesinFranceandintheU.S.d.Presentationofregularandirregularverbsintheimperfecttense(imperfect)e.Useofdirectandindirectobjectpronounstodiscussleisureactivitiesf.Presentationofverbsthatcommonlyusedirectandindirectobjects

Unit1:RévisionESTABLISHEDGOALS7.1.NM.A.1Recognizefamiliarspokenorwrittenwordsandphrasescontainedinculturallyauthenticmaterialsusingelectronicinformationsourcesrelatedtotargetedthemes.

7.1.NM.A.2Demonstratecomprehensionofsimple,oralandwrittendirections,commands,andrequeststhroughappropriatephysicalresponse.

7.1.NM.A.3Recognizeafewcommongesturesandculturalpracticesassociatedwiththetargetculture(s).

7.1.NM.A.4Identifyfamiliarpeople,places,andobjectsbasedonsimpleoraland/orwrittendescriptions.

7.1.NM.A.5Demonstratecomprehensionofbrieforalandwrittenmessagesusingage‐andlevelappropriate,culturallyauthenticmaterialsonfamiliartopics.

7.1.NM.B.1Usedigitaltoolstoexchangebasicinformationatthewordandmemorized‐phraselevelrelatedtoselfandtargetedthemes7.1.NM.B.2Giveandfollowsimpleoralandwrittendirections,commands,andrequestswhenparticipatinginage‐appropriateclassroomandculturalactivities.

7.1.NM.B.3Imitateappropriategesturesandintonationofthetargetculture(s)/languageduringgreetings,leave‐takings,anddailyinteractions.

TransferStudentswillbeabletoindependentlyusetheirlearningto…

Expresstime,thedateandweather Discussactivitiestheydo Talkabouttheirpossessions Describelocations Exchangegreetingandleave‐takings

MeaningUNDERSTANDINGSStudentswillunderstandthat…

Verbconjugationsfollowspecificpatternsbasedontheirinfinitives

Irregularverbsdonotfollowapattern AlladjectivesinFrenchagreeingender

andnumberwiththenountheymodify Greetingsandleave‐takingcanbe

formalorinformal

ESSENTIALQUESTIONS HowcanIexpressmyselfinasecond

language? Howdoesadescriptionofoneselfand

one’senvironmentconveywhooneistoothers?

HowcanIcommunicateandinteractwithothersinasecondlanguage?

AcquisitionStudentswillknow…

Presenttenseverbformsandmeanings Descriptiveadjectivesandmeanings Possessiveadjectivesandmeanings Articleformsandproperusage Prepositionsoflocation>

Studentswillbeskilledat… Expressingthetime,dateandweather

inFrench Statingagesandbirthdays Usedifferentverbformsbasedonthe

subject Askingandrespondingtoquestions Greetingothersformallyandinformally

>

7.1.NM.B.4Askandrespondtosimplequestions,makerequests,andexpresspreferencesusingmemorizedwordsandphrases.

7.1.NM.B.5Exchangeinformationusingwords,phrases,andshortsentencespracticedinclassonfamiliartopicsstudiedinothercontentareas

7.1.NM.C.1Usebasicinformationatthewordandmemorized‐phraseleveltocreateamultimediarichpresentationontargetedthemestobesharedvirtuallywithatargetlanguageaudience.

7.1.NM.C.2Imitate,recite,and/ordramatizesimplepoetry,rhymes,songs,andskits.7.1.NM.C.3Copy/writewords,phrases,orsimpleguidedtextsonfamiliartexts.

7.1.NM.C.4Presentinformationfromage‐andlevelappropriate,culturallyauthenticmaterialsorallyorinwriting.

7.1.NM.C.5Nameandlabeltangibleculturalproductsandimitateculturalpracticesfromthetargetculture(s).

CCSS.ELA‐LITERACY.WHST.9‐10.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.

CCSS.ELA‐LITERACY.WHST.9‐10.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.

CCSS.ELA‐LITERACY.WHST.9‐10.6Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageoftechnology’scapacitytolinktootherinformationandtodisplayinformationflexibly

>Stage2‐Evidence

EvaluativeCriteria AssessmentEvidenceStudentswillbeassessedinfourpointsinthefollowingcategories:

Accuracy Completion Vocabulary Comprehensibility Presentation

PERFORMANCETASK(S):StudentswillcreateaKeynotethatprovidesthefollowinginformation:

3French‐speakingdestinationsaroundtheworld(otherthanFrance) Theweatherinallfourseasonforthesedestinations Select2importantdatesineachFrench‐speakingdestination.Writeoutthedatesin

French,whattakesplaceandatwhattime(le30avrilàhuitheuresdusoirlespersonnesdansent.)Studentswillpresentthisinformationorallytotheclass.

Studentswillalsobeassessedinavarietyofwaysutilizingthefollowingcriteria:

Fluency Competency Accuracy Mechanics Spelling Pronunciation Completion Vocabulary Comprehensibility RecallandRecognition

OTHEREVIDENCE: Quizzes/tests(vocabulary‐, grammar‐, culture‐based)

Textbookandworkbookactivities(i.e.multiplechoicequestionstoassesslisteningcomprehensionskillsofdate,time,weather,sentencecompletionactivitiestoreinforceverbconjugationsofregularandirregularverbs

Auralactivities(i.e.studentswillhearadescriptionofsomeone’sschedulewhichtheymustfilloutonpaper

Oralactivities(ie:studentswillsaydatesthattheyseeonflashcards Skitsandgroup/partnerwork(i.e.:studentswillintervieweachothertolearnabouttheir

partners’activities

Stage3–LearningPlanSummaryofKeyLearningEventsandInstruction

Interpretive

Visualreviewofvocabulary Writtendefinitions Crosswordpuzzlestoreinforcereviewtopics(date,time,weather) Listeningcomprehensionactivitiestoreinforceauditorycomprehension

Interpersonal

Reviewgames(relayraces,telephone,storycreation,charades) Spellingbee(checkingauditorycomprehensionandsoundclusterunderstanding

Presentational

Skitdealingwithmeetingafriendforthefirsttime Skitdealingwithmeetingateacherforthefirsttime

Learningresources:DiscoveringFrenchBlancTextbookandWorkbook;Conjuguemos(IPAD);Keynoteapp(iPad)Ebackpack(APP);Internet(includingWordReference.comandYouTube.com)

Unit1Quisuis‐je?

ESTABLISHEDGOALS7.1.NM.A.1Recognizefamiliarspokenorwrittenwordsandphrasescontainedinculturallyauthenticmaterialsusingelectronicinformationsourcesrelatedtotargetedthemes.






7.1.NM.B.3Imitateappropriategesturesandintonationofthetargetculture(s)/languageduringgreetings,leave‐takings,anddaily


Identifyone’sselfandtheirfamily Describepeopleandthingsusingdescriptiveadjectives Pointoutpeopleandthingsusingc’estandil/elleest Describeone’spossessions,needsandfeelings Expressidiomaticexpressionswithavoir,faireandêtre Askquestionsusinginversion Identifywhereoneisgoingandwhatoneisgoingtodo Talkaboutwhat“just”happenedusingtheconstructionvenir+de+infinititve Discusshowlongthingshavebeengoingonusingtheexpressiondepuis


Adjectivesareusedtodescribenouns Indescriptions,c’estisfollowedbya

nounandIl/Elleestisfollowedbyanadjective

Idiomaticexpressionsdonottranslatewordforword

InversionisanotherwaytoaskaquestioninFrench

Whathappensinthepastcanaffectuspresentlyandinthefuture

ESSENTIALQUESTIONS

IsthefamilyunitperceiveddifferentlyinFrancethanintheUS?Ifso,how?

Compare/contrastidiomaticphrasesinEnglishandFrench.Aretheretimeswhenaphrasecannotbetranslatedintoanotherlanguage?

Whatimportantbasicinformationshouldoneknowinordertofilloutapassport?<


Howtoformadjectives(regularandirregular

ThedifferentformsofC’estandIl/Elleestandthecirucumstancesforeach.

Studentswillbeskilledat… Describingthemselvesandothers Identifyingpeopleandthingsusingc’est

andil/elleest Describingpeopleintheirfamily

interactions.








CCSS.ELA‐LITERACY.WHST.9‐10.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismost

Howtouseidiomaticexpressionsappropriately

Howtoformaquestionusinginversion Howtotalkinthepastandfuturetenses

usingaller+infinitiveandvenir+de+infinitive

Greetingothersformallyandinformally Statingage,birthday,address,phone

number,andplaceofbirth Expressfeelings,needsandpossessions

usingavoir,faireandêtre Askandrespondtoaquestionusing

inversion Usingpropernoun/adjectiveand

noun/articleagreement Expressingeventsinthefutureandnear

past Describethelengthofanactivityusing

depuis+thepresenttense

significantforaspecificpurposeandaudience.


>Stage2‐Evidence


Accuracy Completion Vocabulary Comprehensibility Presentation>

PERFORMANCETASK(S):Eachstudentwillplaytheroleofmagazinecontributorforapopularmagazine.Prepareapieceonacurrentcelebrity.Describethepersonusingadjectivesandprovidepersonalinformationusingc’est/ilest/elleest.Makealistofquestionsyouwouldliketoaskthecelebrityusinginversion.Mentionsomethingsthatthecelebrityhasjustdoneandsomethingshe/sheisgoingtodointhenearfuture.


Fluency Competency Accuracy Mechanics Spelling Pronunciation Completion Vocabulary Comprehensibility RecallandRecognition>

OTHEREVIDENCE: Quizzes/tests(vocabulary‐, grammar‐, culture‐based) Textbookandworkbookactivities(i.e.listeningcomprehensionexerciseswithCDtoassess

understandingofadjectives,writtenmini‐dialoguesthatdemonstrateproficiencyofc’estvsilest,idiomaticexpressionsandquestioningwithinversion

Auralactivities(ie:studentswillhearadescriptionofsomeone’sschedulewhichtheymustfilloutonpaper

Oralactivities(i.e.:studentswillsaydatesthattheyseeonflashcards Skitsandgroup/partnerwork(i.e.:studentswillintervieweachothertolearnabouttheir

partners’activities http://www.verbs‐online.com/french‐verbs/french‐verbs‐01.phptopracticeconjugations

ofirregularverbs(être,avoir,faire,aller,venir)Websiteshowsstudents%ofcorrectanswers.Studentswillwritedownverbswithwhichtheyareexperiencingdifficulty.Studentswillaimtobescoreatleast70%eachtimetheycompleteaconjugationexercise.


Interpretive Visualreviewofvocabulary Writtendefinitions Wordscramblestoreinforcespellingoffamilyvocabulary Listeningcomprehensionactivitiestoreinforceauditorycomprehension

Interpersonal Analysisofdifferentfamilytreeswithapartner/smallgroup Think,pair,shareexercisewithdifferentidentitycards Dicegametoreinforceverbconjugations

Presentational

Skitdealingwithintroductions(formalandinformal) Skitdealingwithintroductionoffamilymembers ReviewgameofmultipletensesusingaKeynotepresentation


>

Unité2Activitésduweek‐end









Talkaboutplacestheygoontheweekend TravelaroundParisusingtheMétro Expresspasteventsusingthepassécomposé Useirregularverbsinavarietyoftensestoexpresseverydayactivities Useexpressionsoftimetosaywhenpeopledidcertainactivitiesinthepast


Frenchteenagerstoavarietyactivitiesontheweekend

ThemetroisanessentialmodeoftransportationinandaroundParis

Thepassécomposéisacompoundtense Expressionsoftimeallowformore

detailinsentence

ESSENTIALQUESTIONS Whyistheweekendsucha

covetedtime? Howarepastevents

expressedinFrench?InEnglish?


Vocabularyaboutplacestogoontheweekend(enville,àlacampagne,àParis

HowtogetaroundthecityofParisviatheMétro

Thepassécomposerequiresahelpingverbandapastparticiple

Timeexpressionsneedtobeusedappropriatelyinavarietyoftenses

Studentswillbeskilledat… Describingtheactivitiestheydoonthe

weekend UsingtheMetroinParis Recognizing,formingandutilizingverbs

inthepassécompose Usingtheproperhelpingverbforverbs

inthepassécomposé Expressingwhenactivitiestookplace

usingtimeexpressions

interactions.











>>Stage2‐Evidence


Accuracy Completion Vocabulary Comprehensibility Presentation<

PERFORMANCETASK(S):IngroupsoftwoorthreeandusingKeynote,createa3‐5dayitinerary.Studentswillroleplayemployeesofatravelagencytocreatea3‐5dayitineraryofatriptoParis.Studentswillmentiontwotothreedifferentattractionstovisitoneachday.

Studentswillmentiontheanticipatedweatherforeachseason. Studentswillincludeintheitinerarythemetrolineandstopsforeachattraction. Foreachattraction,studentswillcreateaslideofimportantinformationincluding:

attractionadmissioncosts,andhoursofoperation,etc. StudentswillincludethetotalcostofthetripineurosandconvertintoUSdollars.Students

canincludeanestimateofhowmuchmoney(ineurosanddollars)oneshouldtrytosavepermonthleadinguptothedeparturedateofthetrip.

Studentswillpresenttheiritinerarytotheclass.


Fluency Competency Accuracy Mechanics Spelling Pronunciation Completion

OTHEREVIDENCE: Quizzes/tests(vocabulary‐, grammar‐, culture‐based) Textbookandworkbookactivities(i.e.fillintheblankexercisesthatdemonstrate

knowledgeofavoir&êtreverbs,answerquestionsintextbookexercisesorally(page111,exercise2;teacherwillaskthequestionwiththeTUformofthepassécomposeandstudentswillrespondintheJEformofthepassécomposé

Auralactivities(ie:studentswillhearadescriptionofsomeone’sweekendactivitieswhichtheymustfilloutonpaper

Oralactivities(i.e.:studentswillconjugateverbstheyseeonflashcardsusingthepassé

Vocabulary Comprehensibility RecallandRecognition>

composé Skitsandgroup/partnerwork(i.e.:studentswillintervieweachothertolearnabouttheir

partners’activities Dicegametopracticeconjugationsofregularandirregularverbsinthepassécomposé) Galleryactivitiestoreinforceusingvocabularyandgrammar

>


Interpretive Visualreviewofvocabulary VENNdiagramforweekendvs.weekdayactivities Wordfindtoreinforcespellingofactivitiesvocabulary Listeningcomprehensionactivitiestoreinforceauditorycomprehensionofthepassécomposé

Interpersonal

Classmateinterviewsaboutweekendactivities Dicegametoreinforceverbconjugationsinthepassécomposé

Presentational

Skitdealingwithatriptothecountryside Skitdealingwithstayingathome ReviewgameofmultipletensesusingaKeynotepresentation


Unité3Bonappétit!









Discussmealsandtablesettings IdentifyfoodsandbeveragesthatonecanfindataFrenchcafé,supermarketandatan

outdoormarket Describefoodsandbeveragesusingappropriatearticles Expressquantitiesintheaffirmativeandnegative Expressobligation Talkabouthis/herdailyfoodshoppingroutine(preferences,thingstheybuy,thingsthey

drink,etc.)


MealsinFrancearedifferentthanthoseintheUnitedStates

SpecialtystoresplayamajorroleinthelivesofFrenchpeople

Foodsandbeveragesareavailableindifferentquantities

Certainthingsmustandmustnotbedoneonadailybasis

Stemchangingverbsarecommonlyusedtowhendiscussingone’sfoodshoppingroutine>

ESSENTIALQUESTIONS Howdoescultureinfluencemeals,foods

andhowtheyareeaten? Howdoesthevocabularyrelatingto

foodinFrenchexplaintheimportanceofeatinginFrance?

Whatroledoesfoodplayinourdailylives?

WhyareFrenchandAmericandietsdifferent?


Vocabularyoffoods,drinks,mealsandtablesettings

Mealorderandbreakdown Thedifferenttypesofspecialtystores

thatFrenchpeopletypicallyshopin

Studentswillbeskilledat… Describingfoodsandbeveragesforall

meals Quantityexpressionrelatingtofoods

andbeverages Utilizingstemchangingverbsand

interactions.









Avarietyofspecificandnon‐specificquantityexpressionsassociatedwithfoodsandbeverages

Howtoexpress“some”ofanitem Howtoexpressanobligation Theconjugationpatternsofsome

commonstem‐changingverbs

respondtoquestioncontainingthem Conjugatingtheirregularverbsboire,

pouvoiranddevoir Expressingobligationwithilfautque+

infinitive Writingandperformingaskitsetina

restaurant



>Stage2‐Evidence



PERFORMANCETASK(S):Studentswillworkinpairsorgroupsofthreetowriteandperformaskitthattakesplaceinarestaurant.Itmustcontainthefollowingitems:

Amenuwithfoodsseparatedbytypeofdish(appetizer,maindishes,desserts,beverages Thewaitermustexpresshis/herfavoritedishandhowitispreparedusingpartitivearticles Thepatron(s)mustutilizeeachmodalverb(pouvoir,vouloir,devoir)atleastonetime Thepatron(s)musthaveacomplaintandthewaitermustremedythesituation Studentsmustpresenttheirskitsorallytotheclass Eachgroupwillchooseafooditemfromthemenutheycreateandprepareitforaclass

tasting


Fluency Competency Accuracy Mechanics Spelling Pronunciation Completion Vocabulary Comprehensibility

OTHEREVIDENCE:Quizzes/tests (vocabulary‐, grammar‐, culture‐based) • Textbook/workbook activities (i.e workbook pages 94‐95; describe illustrations of various meals to practice appropriate vocabulary and partitive articles, textbook page 170; speaking activity where students role play servers and customers at a café to practice partitive articles in positive and negative contexts • Physical/tactile activities (ie: one by one, students will plan a picnic and pick a physical food prop to bring with them; the next student must say the first item and add one; the next student must say the first two items and add one, etc.) • Oral activities (ie: students will be preparing a dish and must describe the ingredients and amounts required to create it)

RecallandRecognition • Skits & group/partner work (ie: students will work in pairs to create an ideal menu, divided by courses and types of dish; students have the option of using this menu for their projects)>


Interpretive Createflashcardsofvocabularyexpressions VENNdiagramforeachfoodgroup Brainstormkeytermsrelatedtofoodvocabulary Listeningcomprehensionactivitiestoreinforceauditorycomprehensionofchoiceofarticles

Interpersonal Discussionofwhatmakesaverbtransitiveversusintransitive PlayagameofTABOOtopracticenewvocabularyterms Dicegametoreinforceverbconjugationsofstem‐changingverbs AddresssimilaritiesanddifferencesbetweenAmericanandFrenchcuisine

Presentational

Songs/mneumonicdeviceforverbsthatuseêtreinthepassécomposé Skitdealingwithorderingfoodatarestaurant Ingredientsusedtoprepareameal


Unité4Lesloisirsetlesspectacles








TransferStudentswillbeabletoindependentlyusetheirlearningto…TalkaboutmoviesandotherformsofentertainmentAcceptandrefuseaninvitationExpressdescriptionsandon‐goingactivitiesusingtheimperfecttenseReplacepeopleandthingsusingdirectandindirectobjectsIdentifyverbsthatareusedwithdirectandindirectobjects>


Theimperfectisadescriptivepasttense LeisureactivitiesinFrancearesimilar

tothoseintheUnitedStates DirectanIndirectobjectpronounsare

usedforflowofconversationandtoavoidrepetition

Thedefinitionofaverbhelpstodeterminewhetheritisfollowedbyadirectorindirectobject>

ESSENTIALQUESTIONS Howdoesaskingaboutleisureactivities

leadtounderstandingothers? Compare/Contrastsportscultureinthe

UnitedStatesandFrance.(Whatarefanslike?Whatsportsaredominant?

Howdoestheimperfecttensespeaktothewriterinallofus?(When,where,whyandunderwhatcircumstancesdidthepasteventsoccur?(i.e.time,weather,date)

Howcanyoucreatingasettingforastory?(Paintapicturewithwords)

Acquisition

Studentswillknow… ThedifferencesbetweenFrenchand

Americanleisureactivities Howtoformandutilizedirectand

indirectobjectpronounsincontextandinconversation

Howtoproperlyformtheimperfecttense

Vocabularyassociatedwithinvitingpeopletovariousevents

Verbsthatarefollowedbydirectand

Studentswillbeskilledat… Talkingabouttheirleisureactivity

preferencesandothertypesofentertainment

Acceptingandrefusinganinvitation Describingon‐goingactivitiesinthe

pastusingtheimperfecttense Tellingastorybytellingthedescribing

thesettingusingtheimperfecttense Usingverbsfollowedbydirectand

indirectobjectsinwrittenand

interactions.









indirectobjects

conversationalFrench Usingdirectandindirectobject

pronounstoreplaceobjectsandpeople



>Stage2‐Evidence



PERFORMANCETASK(S):Individuallyorinpairs,studentswillbechargedwiththetaskofwritinganintroductiontoastoryinwhichtheyareoneofthemaincharacters..Theymustincludethefollowingitems:

Appropriateformsoftheimperfecttense Thetime,dateandweather Location(wherethestorywastakingplace) Physicalcharacteristicsofthemselvesandoneadditionalcharacter Emotionalcharacteristicsofthemselvesandoneadditionalcharacter Twotothreeotherdetailsrequiringtheimperfecttense(clothing,etc.)

Individually,studentswillpresenttheirfavoriteactor,singerorathletetotheclass.Theymustincludethefollowingitems:

Theproperusageofdirectandindirectobjectpronouns Thepresenttense,thepassécomposé,andinfinitiveconstructions Avarietyofverbsthatusedirectandindirectobjectpronouns(5fromeach) Studentsmustalsoprovideawrittenscripttotheteacherbeforepresentingtotheclass


Fluency Competency Accuracy

OTHEREVIDENCE: Quizzes/tests(vocabulary‐, grammar‐, culture‐based) Textbook/workbookactivities(i.e.workbookpage138,exB3;sentencecreationinpositive

andnegativecontextsreplacingnounswithpronouns,textbookpage219,ex1;conversationcreation;studentsaskeachothertododifferentthings.Questionsand

Mechanics Spelling Pronunciation Completion Vocabulary Comprehensibility RecallandRecognition

answersrequireappropriatepronounuse. Skitsandpartnerwork(i.e.studentswillworkwithapartnertocreateastory) Auralactivities(Studentswillhearasentencecontainingadirectorindirectobject,and

studentswillrestatethesentencereplacingtheseobjectswiththeappropriatepronoun.) Games(Studentswillplaythe“RowandDicegames”wheretheyeachtaketurns

conjugatingverbsintheimperfecttense.)


Interpretive CreateflashcardsforImparfaitconjugations Brainstormspecificpeople/thingsthatfitintodifferentvocabularycategories Redcard/bluecardgame:studentswillholduptheredorbluecardtocorrespondtothetypeofobjecttheyhear/seeinasentence Listeningcomprehensionactivitiestoreinforceauditorycomprehensionofobjectpronouns

Interpersonal Classmateinterviewsaboutleisureactivities Workinsmallgroupstocreateatangibleitemassociatedwithaleisureactivityoftheirchoice(i.e.amovieticket,concertadvertisement) TelephonegametoreinforceImparfaitformation

Presentational

Presenttangibleitemfromabovetotheclass Skitdealingwithextendingandaccepting/refusinganinvitation ReviewgameofmultipletensesusingaKeynotepresentation


BenchmarkAssessmentQuarter1‐MagazineActivity

1. Students will demonstrate their comprehension of personal information in French. 2. Students will be able to write a skit set around descriptions of people using the skills listed above. 3. Students will be able to perform their skit from memory, demonstrating their capacity of speaking in the target language and understanding

what they are saying. 4. Students will successfully interact with each other in a cultural setting. 5. Students will be able to use personal information vocabulary, choice between c’est and il/elle est, inversion, venir de and aller + infinitive in

context.

BenchmarkAssessmentQuarter2‐ParisItinerary

1. Students will demonstrate their comprehension of weekend activities in France.2. Students will be able to chronicle a 3‐5 day itinerary in Paris that demonstrates their knowledge of present tense verbs, time expressions, travel

vocabulary, and the metro. 3. Students will be able to present their itineraries in a Keynote presentation to the class. 4. Students will successfully convey their ideas in the target language, highlighting specific Parisian culture. 5. Students will be able to use present tense verbs, time expressions, travel vocabulary, and terms associated with the metro.

BenchmarkAssessmentQuarter3‐RestaurantSkit

1. Students will demonstrate their comprehension of the restaurant and culinary culture in France2. Students will be able to write a skit that demonstrates their knowledge of modal verbs, partitives and food vocabulary 3. Students will be able to perform their skit from memory, demonstrating their capacity of speaking in the target language and understanding

what they are saying. 4. Students will successfully communicate with one another, utilizing more advanced grammatical structures 5. Students will be able to use modal verbs, partitives and food vocabulary in context.

Benchmark Assessment Quarter4‐ FictionalWriting

1. Students will demonstrate their ability to recall prior knowledge and adapt it to their new skill level. 2. Students will be able to present their favorite actor, singer or athlete to the class. 3. Students will be able to produce a written script corresponding to the person whom they are presenting. 4. Students will successfully convey their ideas in the target language and understand questions their peers ask. 5. Students will be able to use the present tense, passé composé, infinitive constructions, direct and indirect object pronouns, and references to

other major grammar and vocabulary covered throughout the year (adjectives, idioms, etc.)

Curriculum Management System - Monroe Township · PDF filerecent past and the near future...

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