HEMPFIELD AREA SCHOOL DISTRICT Planned Course of Study

French II Honors Grades 9-12

2015

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ACKNOWLEDGEMENTS

The Hempfield Area School District would like to acknowledge and express appreciation for the development of the World Language Curriculum to the following staff members.

CURRICULUM COMMITTEE ACKNOWLEDGEMENTS

Administration

Dr. Mark A. Gross Assistant Superintendent Secondary Education

Principals:

Middle School High School Harrold Middle Tamara Bojsen-French Sarah Hines-Spanish Wendover Middle Karen Diorio-Spanish Amanda Forrester-French West Hempfield Middle Mary Claire Izzo-French Allison Ross-Spanish

Hempfield Senior High School Natalie Fetterman-Spanish Heidi Harden-French Lori Jones-Spanish Jeri Luczki-Latin Swan Mueller-French/Japanese Erica Shafran-German Heather Welty-Spanish

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PHILOSOPHY AND BELIEFS

The philosophy of the American Council on the Teaching of Foreign Languages (ACTFL) holds that “language and communication are at the heart of the human experience.” The goal is to prepare learners to apply the skills and understandings to bring global competence to their future careers and experiences. This tenet drives the Hempfield Area School District to prepare its students to participate fully in the global community by providing a rigorous, standards-based 6-12 world language experience. The primary beliefs of this philosophy are that our program will:

1. Offer a planned sequential world language curriculum, 6-12 taught by certified teachers

2. Provide opportunities for the students to engage in oral and written

conversations, communications, and presentations, provide and obtain information, express feelings and emotions, and exchange opinions in the target language.

3. Provide opportunities for the students to interpret and understand

written and spoken target language on a variety of topics

4. Provide opportunities for the students to acquire, compare, and use cultural knowledge of the global community

5. Offer a curriculum founded upon research, best practices, resources,

materials and technology, designed to meet student needs

6. Focus on optimized student performance with emphasis on oral proficiency

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SUBJECT: WORLD LANGUAGE – GRADES 6-8

STANDARDS: THE GENERAL SKILLS/ABILITIES A STUDENT MUST HAVE DEMONSTRATED IN ORDER TO GRADUATE IN THIS AREA OF STUDY. BENCHMARK OBJECTIVES: MORE SPECIFIC DEFINITIONS THAT TEACHERS CAN FOLLOW TO MEASURE A STUDENT’S PERFORMANCE AT VARIOUS STAGES IN HIS/HER SCHOOL CAREER. PERFORMANCE INDICATORS: THE ACTUAL BEHAVIORS THAT TEACHERS WILL ASSESS TO ENSURE THAT A STUDENT HAS ACHIEVED BENCHMARK OBJECTIVES. SKILLS: SKILLS NEEDED BY A STUDENT IN ORDER TO BE SUCCESSFUL IN DEMONSTRATING THE PERFORMANCE INDICATORS.

STANDARDS

BENCHMARK OBJECTIVES

PERFORMANCE

INDICATORS

SKILLS

I. ENGAGE IN ORAL AND

WRITTEN CONVERSATIONS, COMMUNICATIONS, AND PRESENTATIONS, PROVIDE AND OBTAIN INFORMATION, EXPRESS FEELINGS AND EMOTIONS, AND EXCHANGE OPINIONS IN TARGET LANGUAGE.

1. Respond to and ask questions. 2. Exchange personal information. 3. Share opinions, reactions, and feelings.

4. Create and present information.

1A. Ask and answer yes/no questions. 1B. Ask and answer short answer questions. 2A. Ask and answer questions about personal identification information. 2B. Describe self and others. 2C. Ask and answer questions about daily activities. 3A. Express likes and dislikes. 3B. Ask and answer questions about preference. 4A. Create and present information orally on a variety of topics. 4B. Create and present written information on a variety of topics.

1A1. Use appropriate question-forming techniques (ex. intonation vs. sentence structure). 1A2. Use appropriate vocabulary. 1B1. Use appropriate question forming techniques (ex. intonation vs. sentence structure). 1B2. Use appropriate vocabulary. 2A1.Communicate personal information such as name, age, origin and birthday. 2B1. Use adjectives and the verb “to be”. 2C1. Use related verbs and vocabulary. 3A1. Use the verb “to like” and related vocabulary. 3B1. Use expressions of preference. 4A1. Use appropriate vocabulary. 4A2. Use effective presentational skills: comprehensibility, fluency, intonation and poise. 4B1. Use effective writing skills: accuracy, content, focus, appropriate vocabulary.

II. INTERPRET AND

UNDERSTAND WRITTEN AND SPOKEN TARGET LANGUAGE ON A VARIETY OF TOPICS.

1. Interpret basic spoken and written language. 2. Interact with cultural competency and understanding. 3. Connect with other disciplines to function in academic and social situations.

1A. Interpret spoken language. 1B. Exchange information using texts, graphs, or pictures. 2A. Recognize cultural non- verbal cues. 3A. Investigate, explain, and

reflect on the nature of language and the concept of culture.

1A1. Recognize vocabulary. 1A2. Use cognates and context clues to derive meaning. 1A3. React to spoken language appropriately. 1B1. Use cognates and context clues to derive meaning. 1B2. Recognize vocabulary. 2A1. React appropriately to cultural and non-verbal cues. 3A1. Draw comparisons between

languages and cultures.

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STANDARDS

BENCHMARK OBJECTIVES

PERFORMANCE

INDICATORS

SKILLS

III. ACQUIRE, COMPARE, AND

USE CULTURAL KNOWLEDGE OF THE GLOBAL COMMUNITY.

1. Compare and interact with

multilingual communities at home and around the world.

1A. Demonstrate an awareness

of similarities and differences among target cultures and students’ own.

1A1. Recognize similarities and differences among target cultures and students’ own. 1A2. Interact with others in everyday situations. 1A3: Set goals for language use and lifelong learning in the global community.

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SUBJECT: WORLD LANGUAGE – GRADES 9-12

STANDARDS: THE GENERAL SKILLS/ABILITIES A STUDENT MUST HAVE DEMONSTRATED IN ORDER TO GRADUATE IN THIS AREA OF STUDY. BENCHMARK OBJECTIVES: MORE SPECIFIC DEFINITIONS THAT TEACHERS CAN FOLLOW TO MEASURE A STUDENT’S PERFORMANCE AT VARIOUS STAGES IN HIS/HER SCHOOL CAREER. PERFORMANCE INDICATORS: THE ACTUAL BEHAVIORS THAT TEACHERS WILL ASSESS TO ENSURE THAT A STUDENT HAS ACHIEVED BENCHMARK OBJECTIVES. SKILLS: SKILLS NEEDED BY A STUDENT IN ORDER TO BE SUCCESSFUL IN DEMONSTRATING THE PERFORMANCE INDICATORS.

STANDARDS

BENCHMARK OBJECTIVES

PERFORMANCE

INDICATORS

SKILLS

I. ENGAGE IN ORAL AND

WRITTEN CONVERSATIONS, COMMUNICATIONS, AND PRESENTATIONS; PROVIDE AND OBTAIN INFORMATION, EXPRESS FEELINGS, AND EMOTIONS, AND EXCHANGE OPINIONS IN THE TARGET LANGUAGE.

1. Engage in conversations. 2. Exchange information. 3. Express and support

opinions.

4. Research, analyze, and create in order to present information.

1A. Exchange ideas and information orally in the

target language. 2A. Exchange ideas and information in written form

in the target language. 3A. Explain and defend

opinions in the target language in oral and written form.

4A. Investigate and compose information to be

presented orally or in written form.

1A1. Use acceptable pronunciation and

intonation. 1A2. Use appropriate vocabulary. 1A3. Create and ask appropriate questions. 1A4. Respond appropriately. 1A5. Use necessary grammar and structure. 1A6. Recognize the difference between formal and informal style. 2A1. Use appropriate vocabulary. 2A2. Create and ask appropriate questions. 2A3. Respond appropriately 2A4. Use necessary mechanics. 2A5. Use appropriate style. 3A1. Use acceptable pronunciation and intonation. 3A2. Use appropriate vocabulary. 3A3. Respond appropriately. 3A4. Use necessary mechanics. 3A5. Use appropriate style. 3A6. Provide evidence to support opinion. 4A1. Prioritize and arrange information. 4A2. Use appropriate vocabulary. 4A3. Respond appropriately. 4A4. Use necessary mechanics. 4A5. Use appropriate style. 4A6. Use acceptable pronunciation and intonation.

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STANDARDS

BENCHMARK OBJECTIVES

PERFORMANCE

INDICATORS

SKILLS

II. INTERPRET AND

UNDERSTAND WRITTEN AND SPOKEN TARGET LANGUAGE ON A VARIETY OF TOPICS.

1. Interpret expanded levels of

spoken and written language.

2. Demonstrate deeper

understanding of cultural, non-verbal cues.

1A. Listen to and

understand authentic language. 1B. Read and comprehend authentic materials. 2A. Exhibit an

understanding of social norms unique

to the target cultures.

1A1. Recognize known words to decipher

meaning from authentic spoken language.

1A2. Use contextual clues to derive

meaning from authentic spoken language.

1B1. Recognize known words to decipher

meaning from authentic written text. 1B2. Use contextual clues to derive

meaning from authentic written text. 2A1. Employ and understand culturally-

appropriate gestures and expressions.

2A2. Compare and contrast cultural

practices.

III. ACQUIRE, COMPARE AND

USE CULTURAL KNOWLEDGE OF THE GLOBAL COMMUNITY.

1. Develop insight into the

nature of language and culture in order to interact competently.

1A Use the language to

investigate, explain, and reflect on the concept of culture through comparison.

.

1A1. Demonstrate understanding of

cultural similarities and differences. 1A2. Relate more strongly to own culture. 1A3. Interact with others in everyday

situations 1A4. Set goals for language use and

lifelong learning in the global community.

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GOAL STATEMENT

In French II Honors, students will apply concepts from prior learning to continue working towards the goal of oral proficiency. To help attain this goal, students will explore a variety of self-related topics including:

• Describing celebrations at various stages of life • Describing clothing and colors • Discussing travel and vacation • Discussing home, chores, and appliances • Discussing likes and desires in food and shopping for food • Describing daily routines, personal well-being, and remedies

This course reinforces communication skills, cultural awareness and critical thinking, which are also addressed in other planned courses such as language arts, math, the fine arts, science and social studies. During this course, students will:

1. Engage in oral and written conversations, communications and presentations in target language.

2. Provide and obtain information about self and others. 3. Express feelings and emotions and exchange opinions. 4. Interpret and understand written and spoken language relating on a

variety of topics.

5. Acquire, compare and use cultural knowledge of the global community.

World Language Curriculum Map Grade/Course French II Honors Time-Frame 1 year

Standards & Benchmarks Topics Structure Performance Indicators Skills Essential Learning Targets

I. Engage in oral and written conversations, communications, and presentations; provide and obtain information, express feelings, and emotions, and exchange opinions in the target language.

♦ Engage in conversations. ♦ Exchange information.

Note: Honors classes will include enhanced study of each topic. Celebrations Vacations House Food Health

Nouns Number Gender Articles Adjectives Agreement Superlative Pronouns Negation Verbs Conjugation Tenses: Present Immediate Future Past Present Progressive Imperfect Future Conditional Present Perfect Imperfect Imperative Questions

♦ Exchange ideas and information orally in the target language.

♦ Exchange ideas and information in written form in the target language.

♦ Use acceptable pronunciation and intonation.

♦ Use appropriate vocabulary. ♦ Create and ask appropriate

questions. ♦ Respond appropriately. ♦ Use necessary grammar and

structure. ♦ Recognize the difference between

formal and informal style. ♦ Use appropriate vocabulary. ♦ Create and ask appropriate

questions. ♦ Respond appropriately. ♦ Use necessary mechanics. ♦ Use appropriate style.

Note: Essential learning targets are driven by the topics and structure while the level of difficulty increases with level of language. ♦ Use comprehensible pronunciation. ♦ Identify and utilize topical

vocabulary. ♦ Respond to simple questions and

greetings. ♦ Use appropriate question formation. ♦ Utilize comprehensible structure.

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Standards & Benchmarks Topics Structure Performance Indicators Skills Essential Learning Targets ♦ Express and support opinions.

♦ Research, analyze, and create in order to present information.

♦ Explain and defend opinions

in the target language in oral and written form.

♦ Investigate and compose information to be presented orally or in written form.

♦ Use acceptable pronunciation and

intonation. ♦ Use appropriate vocabulary. ♦ Respond appropriately. ♦ Use necessary mechanics. ♦ Use appropriate style. ♦ Provide evidence to support opinion.

♦ Prioritize and arrange information. ♦ Use appropriate vocabulary. ♦ Respond appropriately. ♦ Use necessary mechanics. ♦ Use appropriate style. ♦ Use acceptable pronunciation and

intonation.

♦ Organize information.

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Standards & Benchmarks Topics Structure Performance Indicators Skills Essential Learning Targets

II. Interpret and understand written and spoken target language on a variety of topics.

♦ Interpret expanded levels

of spoken and written language.

♦ Demonstrate deeper understanding of cultural, non-verbal cues.

Geography Entertainment Daily Life Art Literature Music

♦ Listen to and understand authentic language.

♦ Read and comprehend authentic materials.

♦ Exhibit an understanding of social norms unique to the target cultures.

♦ Recognize known words to decipher meaning from authentic spoken language.

♦ Use contextual clues to derive

meaning from authentic spoken language.

♦ Recognize known words to decipher meaning from authentic written text.

♦ Use contextual clues to derive

meaning from authentic written text.

♦ Employ and understand culturally-appropriate gestures and expressions.

♦ Compare and contrast cultural

practices.

♦ Recognize, comprehend and respond to auditory and written materials.

♦ Translate and understand authentic and simplified materials in target language.

♦ Compare and contrast target culture with students’ own.

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Standards & Benchmarks Topics Structure Performance Indicators Skills Essential Learning Targets III. Acquire, compare and

use cultural knowledge of the global community.

♦ Develop insight into the

nature of language and culture in order to interact competently.

Geography Entertainment Daily Life Art Literature Music

♦ Use the language to

investigate, explain, and reflect on the concept of culture through comparison.

♦ Demonstrate understanding of

cultural similarities and differences.

♦ Relate more strongly to own

culture.

♦ Interact with others in everyday situations

♦ Set goals for language use and

lifelong learning in the global community.

French II Honors Unit Guide

I. Celebrations (7 weeks) A. Talk about celebrations B. Talk about the stages of life C. Describe clothing D. Offer and accept gifts

II. On Vacation (7 weeks) A. Describe trips taken B. Tell where one went C. Make hotel reservations D. Give instructions

III. Our Home (6 weeks) A. Describe the home B. Talk about habitual past actions C. Talk about chores D. Talk about appliances

IV. Food (6 weeks) A. Talk about food B. Express needs, desires and abilities C. Describe and discuss food D. Shop for food

V. Health (6 weeks) A. Describe one’s daily routine B. Discuss personal hygiene C. Describe one’s health D. Talk about remedies and well-being

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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE

Grade/Subject: French II Honors

STANDARDS LINK

Standard(s) I, II, and III Benchmark Objective(s) (I) 1, 2, 3, 4, (II) 1, 2, 3, (III) 1 Performance Indicator(s) (I) 1A, 2A, 3A, 4A, (II) 1A, 1B, 2A, (III) 1A

Unit 6: Celebrations (7 Weeks) INSTRUCTIONAL OBJECTIVE(S): Date Completed The students will:

• Talk about celebrations • Talk about the stages of life • Describe clothing • Offer and accept gifts • Discuss festivals and holidays in Francophone countries • Describe French fashion

Structures that will support these objectives include:

• Demonstrative adjectives • Passé composé with avoir • Indirect object pronouns • Regular and irregular –re verbs

Reference: D’accord! 1 Unit 6, Lessons 6A and 6B

NOTE: Bold print indicates objective critical to Essential Learning Targets

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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE

Grade/Subject: French II Honors

STANDARDS LINK Standard(s) I, II, and III Benchmark Objective(s) (I) 1, 2, 3, 4, (II) 1, 2, 3, (III) 1 Performance Indicator(s) (I) 1A, 2A, 3A, 4A, (II) 1A, 1B, 2A, (III) 1A

Unit 7: On Vacation (7 Weeks) INSTRUCTIONAL OBJECTIVE(S): Date Completed The students will:

• Describe trips they have taken • Tell where they went • Make hotel reservations • Give instructions • Describe Tahiti • Discuss how and where the French vacation

Structures that will support these objectives include:

• Passé composé with être • Direct object pronouns • Adverbs • The formation of the imparfait

Reference: D’accord! 1 Unit 7, Lessons 7A and 7B NOTE: Bold print indicates objective critical to Essential Learning Targets

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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE

Grade/Subject: French II Honors

STANDARDS LINK Standard(s) I, II, and III Benchmark Objective(s) (I) 1, 2, 3, 4, (II) 1, 2, 3, (III) 1 Performance Indicator(s) (I) 1A, 2A, 3A, 4A, (II) 1A, 1B, 2A, (III) 1A

Unit 8: Our Home (6 Weeks) INSTRUCTIONAL OBJECTIVE(S): Date Completed The students will:

• Describe the home • Talk about habitual past actions • Talk about chores • Talk about appliances • Discuss different types of housing in France • Describe the interior of French homes

Structures that will support these objectives include:

• Passé composé vs the imparfait • Savoir and connaître

Reference: D’accord! 1 Unit 8, Lessons 8A and 8B NOTE: Bold print indicates objective critical to Essential Learning Targets

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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE

Grade/Subject: French II Honors

STANDARDS LINK Standard(s) I, II, and III Benchmark Objective(s) (I) 1, 2, 3, 4, (II) 1, 2, 3, (III) 1 Performance Indicator(s) (I) 1A, 2A, 3A, 4A, (II) 1A, 1B, 2A, (III) 1A

Unit 1: Food (6 Weeks) INSTRUCTIONAL OBJECTIVE(S): Date Completed The students will:

• Talk about food • Express needs, desires and abilities • Describe and discuss food • Shop for food • Discuss the Michelin Guide and French gastronomy • Compare meals and eating habits in France

Structures that will support these objectives include:

• The verb venir and the passé recent • Devoir, vouloir, pouvoir • Comparatives and superlatives of adjectives and adverbs • Double object pronouns

Reference: D’accord! 2 Unit 1, Lessons 1A and 1B

NOTE: Bold print indicates objective critical to Essential Learning Targets

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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE

Grade/Subject: French II Honors

STANDARDS LINK

Standard(s) I, II, and III Benchmark Objective(s) (I) 1, 2, 3, 4, (II) 1, 2, 3, (III) 1 Performance Indicator(s) (I) 1A, 2A, 3A, 4A, (II) 1A, 1B, 2A, (III) 1A

Unit 2: Health (6 Weeks) INSTRUCTIONAL OBJECTIVE(S): Date Completed The students will:

• Describe their daily routine • Discuss personal hygiene • Describe their health • Talk about remedies and well-being • Compare Medical services in France and the US • Discuss the National Health Care System in France

Structures that will support these objectives include:

• Reflexive verbs • Passé composé of reflexive verbs • The pronouns y and en

Reference: D’accord! 2 Unit 2, Lessons 2A and 2B NOTE: Bold print indicates objective critical to Essential Learning Targets