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Monroe Township Schools

Curriculum Management System

French II Honors

Grade 9-12

July 2009

* For adoption by all regular education programs Board Approved: January 2010 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3 Acknowledgments Page 4 District Mission Statement and Goals Page 5 Introduction/Philosophy/Educational Goals Pages 6 National and State Standards Page 7 Scope and Sequence Page 8-9 Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 10-55 Benchmarks Page 56

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MONROE TOWNSHIP SCHOOL DISTRICT

ADMINISTRATION

Dr. Kenneth Hamilton, Superintendent

Mr. Jeff Gorman, Assistant Superintendent

BOARD OF EDUCATION

Ms. Amy Antelis, President Ms. Kathy Kolupanowich, Vice President

Mr. Marvin Braverman Mr. Ken Chiarella Mr. Lew Kaufman

Mr. Mark Klein Mr. John Leary

Ms. Kathy Leonard Mr. Ira Tessler

JAMESBURG REPRESENTATIVE

Ms. Patrice Faraone

Student Board Members

Ms. Nidhi Bhatt Ms. Reena Dholakia

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Acknowledgments

The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: Writer’s Name: Sinéad McGrath Supervisor ‘s Name: Elizabeth Woodring, Supervisor of Language Arts, World Language and Media Technology Staff: Al Pulsinelli Reggie Washington Secretarial Staff: Debby Gialanella Geri Manfre Gail Nemeth

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MMoonnrrooee TToowwnnsshhiipp SScchhoooollss Mission and Goals

Mission

The mission of the Monroe Township School District, a unique multi-generational community, is to collaboratively develop and facilitate programs that pursue educational excellence and foster character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to empower all individuals to become productive citizens of a dynamic, global society.

Goals

To have an environment that is conducive to learning for all individuals. To have learning opportunities that are challenging and comprehensive in order to stimulate the intellectual, physical, social and emotional development of the learner. To procure and manage a variety of resources to meet the needs of all learners. To have inviting up-to-date, multifunctional facilities that both accommodate the community and are utilized to maximum potential. To have a system of communication that will effectively connect all facets of the community with the Monroe Township School District. To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a safe, outstanding, and superior education to all individuals.

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INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

Philosophy

The Monroe K-12 School District recognizes the global environment of our world and the subsequent need for world language skills. French III will be offered as a world languages option to all high school students in the Monroe K -12 School District. As a planned program of instruction, the course will provide students with an in depth continuation to their study of the French language and an opportunity to develop an advanced understanding of the culture. Although greater emphasis will be placed upon communication, students participating in this course will also learn other facets of language study including grammar, idiomatic sayings, culture, and geography. Participation in this course will encourage students to become more versatile citizens of a global world by enabling them to communicate with other French-speaking citizens. The primary beliefs of this philosophy are:

A person who studies a world language gains empathy and increased tolerance towards others as a result of a broadened worldview who comes from learning about other cultures and peoples.

A person who studies a world language gains a better understanding of and appreciation for one’s own native language as well as the increased capacity to learn related world languages.

A person who studies a world language benefits from improved critical thinking skills and creativity.

A person who studies a world language increases performance in all aspects of learning, especially language acquisition, reading, and social studies.

A person who studies a world language produces higher ACT and SAT scores.

A person who studies a world language is more competitive in the global marketplace.

A person who studies a world language and culture examines one’s own personal values as well as civic responsibilities

Educational Goals

1. To recognize French as a prevalent world language 2. To discover the numerous locales in which French is spoken to explore 3. To explore every day uses for the French language 4. To demonstrate competency in the use of spoken French 5. To compare French -speaking societies 6. To compare French -speaking societies to each other 7. To initiate lifelong interest in the French language and culture 8. To engage students in real-life situations in which they can utilize the French language 9. To engage students in meaningful activities using the French language

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New Jersey State Department of Education Core Curriculum Content Standards

The New Jersey Core Curriculum Content Standards for World Languages was revised in 2004. The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for World Languages may also be found at:

http://www.state.nj.us/education/aps/cccs/2009/draft

http://www.state.nj.us/education/aps/cccs/2009/draft

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French II Honors

Scope and Sequence

Quarter I Big Idea: Communication I. Solidifying prior knowledge a. Expressing the date, time and weather conditions b. Describing likes and dislikes of daily activities c. Describing personal possessions d. Reading: Learn what life is like for a French teenager in high school

Big Idea: Relationships II. Self-identity and the identity of other people in one’s life a. Identify one’s self in detail b. Describe one’s familial relationships c. Discuss profession possibilities and the professions of other family members d. Create descriptions of friends and family members using various adjectives e. Articulate one’s needs and feelings

Big Idea: Choices III. Discussing decisions, choices and plans a. Talk about recent choices b. Predict future plans c. Culture: Celebrating French holidays

Quarter II

Big Idea: Environment IV. Weekend activities a. Describe weekend activities at home, in the city, and in the countryside b. Talk about what did and did not happen in the past c. Ask questions in the past d. Reading: Read about a group of French teenagers’ trip to the countryside

Big Idea: Discovery and Exploration V. Exploring different places where people have gone a. Introduce the concept of agreement in the past tense with the conjugation of Aller in the passé composé b. Identify people and things with “quelqu’un & quelque chose” c. Express how long ago past actions took place with “il y a” d. Culture: Discover common French proverbs

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Quarter III Big Idea: Health and Balance VI. Talking about food, meals and shopping a. Discuss meals and table settings b. Order food and beverages at the café c. Discuss food and beverage preferences d. Experience shopping in a traditional French market e. Share what one wants, can do, or must do while shopping at a supermarket f. Describe purchases and preferences with the stem-changing verbs acheter and payer

Big Idea: Health and Balance VII. Discussing and choosing the right quantity a. Introduce partitive articles and their function in French b. Explore the choice of article in French c. Contrast the use of articles in French and English d. Discuss specific quantities and the article that follows e. Use various forms of the adjective “tout” to further discuss quantities f. Express obligation or necessity in maintaining a healthy and balanced life using the construction “Il faut + infinitive”

Quarter IV

Big Idea: Recreation VIII. Entertainment and leisure activities a. Discuss different entertainment and leisure possibilities b. Extending, accepting, and declining invitations to participate in entertainment and leisure activities c. Reading: Read various French announcements for concerts, movies, art exhibits, and sporting events d. Culture: Compare and contrast the role recreation plays in the lives of French and American teenagers

Big Idea: Classification IX. Talking about friends and acquaintances a. Referring to one’s self and others using pronouns b. Describing people and things using pronouns c. Making and responding to requests using pronouns d. Sharing who and what one knows using the verbs savoir and connaître e. Refer to people and things in the past using pronouns f. Describe the things people say, read and write g. Talk about what one does for others using pronouns h. Culture: Compare French expressions in France and Québec

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Subject/Grade Level:

French II H / Grade 9-12

Big Idea: Communication

Topic: Solidifying Prior Knowledge

Overarching Goals: (1) Communicate ideas in clear, concise, organized French language that varies in content, format and

form for different audiences and purposes. (2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of real-life,

meaningful problems. (3) Investigate, research, and synthesize various information from a variety of media sources.

Goal 1: The student will be able to use prior knowledge and previously learned material to communicate simple everyday concepts such as numbers, date, time, weather and seasons in the target language

Objectives / Cluster Concepts /

Cumulative Progress Indicators (CPI's)

The student will be able to:

Essential Questions, Enduring Understandings,

Sample Conceptual Understandings

Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model

Sept. 1.1. Count from 1 to 100 in French

1.2. Identify days of the week and months of the year

1.3. Express the date following the correct French format

1.4. Tell time using standard and military format

1.5. Describe different weather conditions at different times of the year

1.6. Compare and contrast weather conditions in France and the United States

7.NM.A.1, 7.NM.A.3, 7.NM.A.4, 7.NM.A.8, 7.NM.B.2, 7.NM.B.4, 7.NM.B.6, 7.NM.C.2 7.NM.C.3

Essential Questions:

What role do previously-learned concepts play in being successful in French II?

What is the format for writing the date in French?

When does accuracy matter?

Enduring Understandings:

A good foundation of French I concepts will play an important role in being successful in French II.

Language learning involves acquiring strategies to fill communication gaps.

Sample Conceptual Understandings:

Knowing present tense conjugations of avoir & être (French I concept) will be important in being able to form the passé composé (French II concept)

C’est + day of the week + le + number + month

It’s Thursday, September 3rd

: C’est jeudi le trois septembre

Recognizing idiomatic expression like using Faire to express weather conditions and not the verb être (the French equivalent of “to be”). Ex. Il fait froid.

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses).

Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher.

Discovering French Blanc textbook

Discovering French Blanc workbook

Discovering French Blanc audio CD’s and videos

Learning Activities:

Interpretive (Knowledge, Application, Comprehension)

Crossword puzzles to practice numbers, days of the week and months of the year

View pictures of daily summer activities such as waking up, swimming, and hanging out with friends and write at what time you

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did each one

Complete Web-based research about a French region to learn about the weather conditions during different months and seasons of the year. Use a Word-Web graphic organizer to record information you find

Visit www.quiz.com to complete interactive activities on the date, time, and weather

Interpersonal (Comprehension, Application, Analysis)

Dice game: With a partner, take turns rolling dice and saying the number that is rolled. Start with one die, then, add another and another to practice the higher numbers. Use dice of different colors to do different mathematical operations such as multiplication and division. For example, take the number of the “blue die” and multiply it by the number of the “red die.” The product of these two numbers is the answer that should be spoken

Scenario: It’s the first day of school. You and your friends are in the cafeteria comparing class schedules. Ask your friends about their schedules. Find out the time for each of their classes.

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Presentational (Analysis, Synthesis, Evaluation)

Create a poster illustrating the web-based research completed on weather in a French region. The poster must contain illustrations for a minimum of 5 months or seasons of the year. Write a caption to describe each illustration. Present your findings to the class

Scenario: You and your friend are trying to make weekend plans but you both have very packed schedules. Create a skit where you are on the phone trying to make plans. Ask each other questions such as “Tu es libre samedi à 13h00?” Make the dialogue authentic by using military time. Present your skit to the class

Assessment Models:

All activities listed in interpersonal and presentational models may be used as assessments

Text and teacher-prepared vocabulary quizzes

Present your favorite month of the year to class. Mention three to five events that take place. Give complete sentences in

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your presentation, following the correct French date format. The visual component may be a poster, transparencies, or a PowerPoint presentation

Students’ oral and written skills in the target language will be assessed using a rubric.

Additional Resources:

Vocabulary flashcards

Graphic organizers

www.classzone.com

www.quia.com

Schism’s Grammar Workbook

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Goal 2: The student will be able to express likes and dislikes regarding daily activities. Students will be able to identify personal possessions







Sept.

-

Oct.

2.1. Talk about daily activities

2.2. Ask for information

2.3. Express preferences, likes, dislikes, wants, abilities, and obligations

2.4. Review the formation of common regular -er, -ir, & -re verbs

2.5. Make suggestions and give advice or orders

2.6. Identify possessions

2.7. Ask about and point out objects with the interrogative and demonstrative adjectives quel & ce

2.8. Say where different things are located

7.NM.A.1, 7.NM.A.2, 7.NM.A.3, 7.NM.A.4, 7.NM.A.8, 7.NM.B.3, 7.NM.B.4, 7.NM.B.6, 7.NM.C.1, 7.NM.C.2, 7.NM.C.3, 7.NM.C.4


What pattern should be followed when conjugating regular -er, -ir & -re verbs?

How do I develop communicative competence?

How do I know that I am getting better in using French in real-world situations?


Successful communication is knowing how, when and why to convey a message to different audiences.

When I start thinking in French first instead of translating directly, I know that I am improving in French.


TYPE Example Stem Endings

ER verb Parler PARL e,es,e,ons,ez,ent

IR verb Finir FIN is, is, it, issons,

Issez, issent

RE verb Vendre VEND s, s, --, ons, ez, ent






Complete Word-Web graphic organizers to review formation of regular –er, -ir, and –re verbs

View DFB transparency # 10 and write down prepositions of location

Complete listening comprehension exercises in DFB workbook (pg 18-19)

Write a ten-sentence description mentioning your bedroom possessions. At least four of the ten sentences must include a preposition of location


Dice game: With a partner, practice conjugations of regular -er, -ir, and -re

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Je veux une voiture de sport is an informal, less polite request one might make to a friend. Je voudrais une voiture de sport is a formal, polite request one might make to a parent.

La guitare est à côté du lit. This sentence requires the student to recall previously learned material and combine them with new vocabulary to describe the location of different things in his/her bedroom.

Follow the pattern of acquiring the stem and adding appropriate endings.

verbs. Each number rolled represents a subject pronoun. As the activity progresses, the teacher will change the verb.

Fly-swatter game: Two teams compete in a game to practice regular verb conjugations. Listen to the conjugation you hear in English. The team who “swats” the corresponding French conjugation on the board earns a point. Highest score wins

Peer-editing: Ask two classmates to read your ten-sentence description to check for grammar and spelling errors.


Group activity: Charades-Work in groups of three or four. One team member will go to the teacher for the secret word that he/she will act out for his/her team. First team to guess the expression correctly wins a point. Highest score wins. Pronunciation must be correct to receive points.

Present your ten-sentence description to the class. Accompany the oral component with a poster illustrating your bedroom possessions. The poster must contain five to seven different illustrations. Write captions for each illustration.

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Assessment Models:


Text and teacher prepared quizzes (verb conjugations, possessive adjectives, prepositions of location)

Create a cartoon strip illustrating your daily activities

Complete activities at www.classzone.com




Graphic organizers

www.classzone.com

www.quia.com

Schaum’s Grammar Workbook

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Big Idea: Relationships

Topic: Self-identity and identity of others in one’s life




Goal 3: The student will be able to provide introductions of themselves and others, mentioning things they do and do not do. Students will be able to share aspirations for professions in the future







Oct. 3.1. Identify one’s self

3.2. Describe one’s family

3.3. Discuss professions

3.4. Make introductions to friends and adults

3.5. Place telephone calls to friends and adults

3.6. Say where people are and what they like

3.7. Describe people and things using descriptive adjectives

3.8. Review the verb être and expressions with être

3.9. Review regular and irregular adjective forms and placement

3.10. Point out people and things using c’est & il est

3.11. Describe one’s possessions, needs, and feelings

3.12. Talk about age

3.13. Describe what people are doing


How does my choice of grammatical structure affect the effectiveness of my communication and comprehension?

What strategy can English speakers use to differentiate between c’est & il est?

How are cultural perspectives (attitudes, values and beliefs) reflected in a culture’s products and social practices?


Communication skills are used to engage in conversation, interpret spoken and written materials from other cultures and present concepts in a language other than their own.

Cultural perspectives are gained by using the language and through experience with its products and practices.


To express age in French, the avoir is used, not the verb être. Ex. J’ai douze ans, not je suis douze ans.






Crossword puzzles to practice verb conjugations

Listening comprehension exercises with DFB student workbook and audio CDs

Imagine that you are completing an application form to be an exchange student in a French-speaking country next year. Use the form on text page 32 as your guide

Gallery: View the flags of different countries displayed around the room. Use the list of adjectives of nationality on text page 33 to guess the nationality of each flag

You are interested in being a pen pal to a high school student in France. Write a self-portrait to help find your ideal pen pal

Write about the two most important people

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3.14. Ask yes/no questions

3.15. Review the verbs avoir & faire and apply them in expressions with avoir & faire

3.16. Ask questions with inversion

7.NM.A.1, 7.NM.A.2, 7.NM.A.3, 7.NM.A.4, 7.NM.A.8, 7.NM.B.1, 7.NM.B.3, 7.NM.B.4, 7.NM.C.2, 7.NM.C.3, 7.NH. A.1, 7.NH.A.2, 7.NH.A. 3, 7.

Mon ami Pierre: C’est un garçon. Il est intelligent.

When children address adults in France, it is imperative that the polite form of « you » be used.

C’est is followed by an article + noun. Il est is followed by a descriptive adjective

and things in your life. Use c’est & il est appropriately.


Pair activity: Share the written descriptions of the two most important people and things in your life with a partner. Partners will critique each other’s use of the c’est & il est

Group activity: Work in groups of three to create illustrations that correspond to two avoir, être, & faire expressions

Scenario: Discuss with a partner when, where, and under what circumstances you are usually early, late, or on time. Find out if your partner’s excuses are the same as yours

Scenario: In pairs, role-play a scene in which you get to know a new student. Find out about his/her interests and try to find a few activities he/she could engage in at school. Try to be humorous in your role-play


Present your group’s illustrations to the class. Ask the class to guess the expression that corresponds to

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illustration(from Interpersonal)

Create a poster, illustrating the things you do and do not do in a typical week. Use faire expressions in affirmative and negative constructions. The poster must contain a minimum of eight pictures with a caption under each. Present your poster to the class

Present your self-portrait to the class. Ask your classmates for feedback on the presentation

Scenario: With a partner, role-play a scene in which you are trying to call two different people. Each time, your partner answers the phone and you find that the person you are looking for is not available. Have a plan to deal with this situation, including leaving a message. Present the role-play to the class

Assessment Models:

All activities listed in interpersonal and presentational may be used as assessments

Teacher and text-prepared tests and quizzes

Pair project: Un poème en losange (a

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diamond poem) Work with a partner to write a diamond-shaped poem about two people you know, celebrities or professions.

Procedure:

1. Select two people you know, two celebrities, two professions or any other pair of people about whom you want to write your poem.

2. Think of verbs that tell what it is that they do, verifying forms

3. Select appropriate nouns and adjectives to describe your people

4. Position your words and sentences in the format below

Person 1

2 verbs

I phrase

3 adjectives

1 phrase

Qui + 2 verbs

Person 2

5. Set and illustrate you poem on a poster board.

6. Share your poem with the class

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Pair project: Who are the people in our neighborhood?

Procedure:

1. Make a list of ten professions that you interact with on a regular basis

2. Look up the French names of those professions that you do not know

3. Clip or download pictures of these professions and arrange them on a poster board.

4. Caption each picture with the profession, where the person works and what the person does

5. Present your poster to the class

Students’ oral and written skills in the target language will be assessed with a rubric.



Graphic organizers

www.classzone.com

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www.quia.com


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Big Idea: Choices

Topic: Discussing decisions, choices and plans




Goal 4: The student will be able to talk about choices and plans using the immediate past and immediate future constructions







Nov. 4.1. Identify where one is going using the verb aller

4.2. Use the construction aller + infinitive to say what someone is going to do in the near future

4.3. Talk about where one is coming from using the verb venir

4.4. Say what “just” happened using the construction venir de + infinitive

4.5. Discuss how long things have been going on using the expression depuis

7.NM.A.3, 7.NM.A.4, 7.NM.A.8, 7.NM.B. 1, 7.NM.B.3, 7.NM.B.4, 7.NM.C.2, 7.NM.C.3, 7.NH.A.1, 7.NH.A.3, 7.NH.B.1, 7.NH.C.2


Why is transitioning from the present tense to the future tense a simple concept in French?

What does the formula venir de + infinitive allow novice French speaker to do?


Since the formula Aller + infinitive is simple to apply, transitioning from the present to the future tense is an simple concept.

The formula venir de + infinitive gives novice French speakers the opportunity to talk in the past without knowing the formal past tense.


Je parle is easily changed to je vais parler by applying the formula.

Nicolette vient de manger. This sentences expresses that Nicolette just ate.





Interpretive ((Knowledge, Application, Comprehension)

Crossword puzzles to review the forms of aller and venir

KWL charts to talk about future and past activities

Listening comprehension activities with DFB workbook and audio CDs

Gallery technique: View the pictures hung around the room. Decide whether or not you are going to do what is depicted in the picture. Students can respond orally or in writing


Group activity: Forms groups of four. Each student will write two situational statements such as je n’ai pas faim on index cards.

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Big Idea: Choices












Collect the cards and pass them to another team. The other team reads through the cards and makes up a reason or excuse for the situation. Ex. Parce que je viens de manger. A point is given for each logical answer accepted by the team that wrote the situations. Trade cards with another team. Highest score when time is called wins

Pair activity: Brainstorm a series of resolutions that will help to make you a better student this year. As you speak, create a Venn diagram of the resolutions you have in common with your partner and those you have individually

Class activity: The teacher will give each student a list of activities. Circulate in the classroom and ask other students if they are going to do these things today. When someone answers “yes” to your questions (in a complete sentence), ask them to sign your sheet. The first student to have eight signatures wins


Scenario: In small groups, role-play a scene in which a group of people are late for a party. The host asks where they are coming from and what they just did. Ex.

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Big Idea: Choices












D’ou est-ce que vous venez? Qu’est-ce que vous venez de faire? Be creative and supply some original answers. Present your skit to the class.

Prepare a PowerPoint presentation about the resolutions you made to be a better student this year. You must have a minimum of eight slides in the presentation and half of your total number of slides must be in negative constructions. Be creative in your resolutions.

Assessment Models:


Text and teacher-prepared quizzes and test

Scenario: It’s a hot day in June. You are on your way home when you meet your friend Stephanie. She would like to go for a bike ride or go swimming in her pool. Decline her invitation and tell her some things you plan on doing this afternoon.



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Big Idea: Choices












Graphic organizers

www.classzone.com

www.quia.com


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Big Idea: Environment

Topic: Weekend activities




Goal 5: The student will be able to talk about a variety of weekend activities in the present, past and futures tenses







Dec. 5.1. Discuss the weekend and weekend plans

5.2. Talk about going out with friends and staying at home on the weekend

5.3. Plan a trip around Paris using the Métro

5.4. Discuss a weekend trip to the countryside

5.5. Identify farm animals in the countryside

5.6. Use expressions with faire to discuss weekend plans

5.7. Talk about what did and did not happen in the past using the passé composé with avoir and regular -er, -ir & -re verbs

5.8. Describe actions and times of actions

5.9. Read an authentic selection to discover how French people appreciate the countryside


How does the study of another language increase one’s ability to access information?

What formula should one follow to form the passé composé?

Why is the weekend such a coveted time?


Knowing a foreign language facilitates traveling in that country.

Avoir (conjugated in the present tense) + the past participle is the formula one should use when forming the passé composé.

For many people, weekends are the time to relax, spend time with family and alleviate stress.


A traveler who is proficient in French will be able to read signs, schedules and directions that are important to traveling. For example, if a train is delayed or if there is a change in departure track.

Finir / passé composé : J’ai fini, tu as fini, il a fini, nous avons fini, vous avez fini, ils ont fini





Interpretive: (Knowledge, Application, Comprehension)

Crossword puzzles to practice passé composé formation

View the illustrations displayed on the board. Determine if the statements the teacher reads are true or false based on the illustration. If the statement you hear is false, make it true. Students may respond orally or in writing.

Read a Paris Métro map to determine the best route from monument to monument in Paris. Write two options for each trip. For example, you are at the Eiffel Tower and want to go the Arc de Triomphe. Provide two Métro options.

Web-based research on MJC

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5.10. Learn about the MJC (Maison des Jeunes et de la Culture) and the role it plays in the lives of French teenagers

7.NM.A.1, 7.NM.A.2, 7.NM.A.3, 7.NM.A.4, 7.NM.A.8, 7.NM.B.1, 7.NM.B.3, 7.NM.B.4, 7.NM.C.2, 7.NM.C.3, 7.NH. A.1, 7.NH.A.2, 7.NH.A. 3, 7.NH.B.1, 7.NH.B.2, 7.NH.C.2

In France, a trip to the countryside is a popular weekend activity. In the United States, attending sporting events throughout the year is an exciting activity.


Gallery Technique: In small groups, view the pictures on display around the room. In writing, create two sentences in the passé composé; one that describes the picture and one that does not.

Group activity: Work in small groups to share MJC research. Use a Word-Web graphic organizer to take notes.

Scenario: In pairs, prepare skits about French and American students discussing their free time and leisure activities. As you prepare your skit, ask your teacher for additional information on French habits. What is each person’s week like? Do both students have relatively the same amount of free time? What are the commitments that eat into one’s free time? What does each do in his/her free time?

www.classzone.com: Work in pairs to complete extra practice exercises


Scenario: In pairs, role-play a scene in which two friends make plans for the

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weekend. As one offers suggestions of where to go, the other should add what one can do there. Ex. Allons au ciné? --Oui, pour voir un film d’aventures? Try to include a couple of suggestions that prompt further questions from your partner. Ex. Allons chez Sabine? --Pour quoi faire? --Elle a un nouveau chien. On peut jouer avec le chien. Present your role-play to the class.

Prepare a poster illustrating a trip around Paris using the Métro. You must mention three to five different destinations. Tell where you get on and get off the Métro for each destination. At least one leg of the trip must have a connection.

Scenario: In pairs, role-play a scene in which two friends are discussing a party that one friend was unable to attend. Write a list of eight questions and answers and present them to the class. Be creative in your questions and answers.

Assessment Models:

All activities listed in interpersonal and presentational modes may be used as assessments.

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Teacher and text-prepared vocabulary and grammar quizzes

Group activity: Present your group’s findings about MJC. Make sure your research answers all of the questions below:

1. Where are MJC’s? Are they in larger cities or in most French towns?

2. What kinds of activities are offered there?

3. What age groups are welcome at MJC’s? Are there different activities for different age groups?

4. What are the costs associated with MJC’s?

5. How are MJC’s in France similar to YMCA’s in the United States? Are there any differences between the two?

Write a letter to a friend in which you talk about an upcoming trip to the countryside in France. Mention what you will do, can do & want to do while you are there

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Graphic organizers

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Schaum’s Grammar Workbooks

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Big Idea: Discovery and Exploration

Topic: Exploring different places where people have gone




Goal 6: The student will be able to describe past events using the passé composé with avoir and être







Jan

-

Feb

6.1. Use the verb voir to talk about what one sees

6.2. Conjugate irregular verbs in the passé composé

6.3. Identify people and things using quelqu’un, quelque chose, personne & rien

6.4. Discuss where people went using aller in the passé composé

6.5. Use expressions of time to say when people went to different places

6.6. Express how long ago something took place using il y a + expression of time

6.7. Use the irregular verbs dormir, sortir & partir in context

6.8. Use être with the passé composé of verbs of motion

6.9. Compare French and American parental attitudes

6.10. Discover common French proverbs


What is the key difference between the passé composé with avoir and the passé composé with être?

How do I know that I am getting better in using French in real-world situations?

Why do people from different cultures sometimes say, write and do things differently from the way I do them?


The passé composé with être requires agreement. The passé composé with avoir does not.

When I start thinking in French first instead of translating directly, I know that I am improving in French.

Learning a different language/culture leads to greater understanding of one’s own and other languages/cultures and why people think and act in different ways.


Tomber: Elle est tombée

Parler: Elle a parlé






Handouts to practice passé composé conjugations

Take notes about passé composé with être. Use a VENN diagram while taking notes to compare and contrast passé composé with être & avoir

Write a dialogue between a police detective and someone whose apartment was burglarized. Write five to seven questions and answers. Four of the questions must contain irregular verbs. The questions & answers must include quelqu’un, quelque chose, personne & rien


Peer editing: Ask a classmate to read the dialogue you wrote and to make corrections

Pair activity: Upon completion of peer

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7.NM.A.1, 7.NM.A.2, 7.NM.A.3, 7.NM.A.4, 7.NM.A.8, 7.NM.B.1, 7.NM.B.3, 7.NM.B.4, 7.NM.C.2, 7.NM.C.3, 7.NH. A.1, 7.NH.A.2, 7.NH.A. 3, 7.NH.B.1, 7.NH.B.2, 7.NH.C.2

I went is a simple tense in English. In French, however, it is a compound tense (the passé composé) and it’s an “être” verb that requires agreement in written French.

Proverbs are a common way to teach an important lesson. Although they are not translated directly from one language to another, they teach the same lesson. For example, Qui se ressemble, s’assemble and Birds of a feather, flock together both mean that people who have shared interests hang around one another.

editing, create a final dialogue between a police detective and someone whose apartment was burglarized. The final dialogue must consist of ten to twelve questions. Seven of the questions must contain irregular verbs.

Class activity: Using a teacher-created grid, walk around the classroom, conduct five interviews about students’ activities when on vacation, and record the answers in the grid. The teacher will then ask questions based on the grid. Ex. Qui est allé à la piscine? Take turns responding with information you have gathered


Present the final skit between a police detective and someone whose apartment was burglarized to the class

Group Project: Les proverbs. Working in groups of three or four, find two or three proverbs for which there is no direct English translation equivalent and two to three proverbs that are verb similar in English and French. Prepare two posters (one for direct translations; one for no direct translations). Write and illustrate the proverbs. Have your classmates guess the

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meanings of the proverbs based on the illustrations. Give prizes to students who guess correctly.

Write and illustrate a postcard that you are going to send to a friend. Mention where you went and some things that you did during your vacation. Make the postcard poster-size so that you can you can present it to the class.

Assessment Models:

All activities listed in interpersonal and presentational modes may be used as assessments.

Teacher and text-prepared quizzes and tests

Scenario. While vacationing in France, your wallet or backpack was stolen. Role-play a scene in which a police officer is asking you questions to find out details about the crime. Make sure the questions elicit both positive and negative responses Ex. Avez-vous vu quelque chose? Non, je n’ai rien vu. Avez-vous vu quelqu’un ? Oui, j’ai vu un homme blond.

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Create a PowerPoint presentation to share how long ago you did various things. The presentation must contain seven to ten slides. Two slides must use aller in the passé composé. Four slides must use irregular verbs in the passé composé. Each slide must contain an illustration and two sentences describing it. Make sure you have negative sentences throughout the presentation.




Graphic organizers

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Big Idea: Health and Balance

Topic: Foods, beverages, meals and food shopping for foods and beverages.




Goal 7: The student will be able to identify foods and beverages, express preferences in foods and beverages, and experience food shopping in France







Mar. 7.1. Discuss meals and table settings

7.2. Talk about different options available when someone wants to eat out

7.3. Order food in a café, and ask for a bill

7.4. Identify foods and beverages and discuss food and beverage preferences

7.5. Experience shopping for food at a market, interact with vendors, and ask for prices

7.6. Use the à & de to describe various foods

7.7. Learn about where French people do their shopping

7.8. Use 1st, 2

nd, and 3

rd person

conjugations of vouloir, pouvoir & devoir to talk about what one wants, can do, & must do

7.9. Discuss quantities in affirmative and negative


What role does food play in our daily lives?

What role does stereotyping play in forming and sustaining prejudices about other cultures?

How does the content of the world languages classroom help me understand who I am and the world in which I live?


Food brings people together.

Members of one culture may make assumptions about other cultures based on their own attitudes, values and beliefs.

The content of the world languages classroom encompasses the entire learning experience.


For many families, dinner time is the first opportunity of the day for everyone to gather in one place and talk about the day.

In the United States, the profession of a waiter is not held in high opinion. In contrast, to be a waiter in France is well respected and is a difficult position






Complete a variety of worksheets to become familiar with new vocabulary (crossword puzzles, word-scrambles, fill-in-the-blank)

www.classzone.com exercises

Illustrate a table setting for four people at a 5-star restaurant. Label the parts of the table setting (knives, forks, spoons, glasses, cups, plates, etc)

Make a list of three things you want to do, can do, and have to do during a typical school week

Write a description of the supermarket in your neighborhood

Use a VENN diagram graphic organizer to show what you ate and drank at each meal

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statements with partitive articles

7.10. Compare and contrast French and American supermarkets

7.NM.A.3, 7.NM.A.4, 7.NM.A.8, 7.NM.B. 1, 7.NM.B.3, 7.NM.B.4, 7.NM.C.2, 7.NM.C.3, 7.NH.A.1, 7.NH.A.3, 7.NH.B.1, 7.NH.C.2

to acquire.

When learning about food and drinks in French class, students also learn expected etiquette in French cafés. For example, customers must use the polite “you” when addressing the waiter.

today. What foods and beverages do you eat and drink throughout the day? Which ones do you usually eat only once?


Dice game: Work in groups of two or three to practice conjugations of the verbs vouloir, pouvoir, and devoir.

TPWS: Read and think about the table shown on text page 178. Pair up with a classmate to discuss what you just read. Next, put your thoughts into writing using a T-chart graphic organizer. Compare the concept of quantities in French and English. Try to establish some rules that are important when discussing quantities in French.

Pair activity: Web-based research about French supermarkets. Make a list or pros and cons about them. Compare them to American supermarkets

Scenario: Work with a partner and role-play a scene in which you are at a café ordering lunch, but are not sure of what you want. Ask the waiter to make some suggestions, ask questions, and decide on a meal to order.

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Small group activity: In groups of two or three, react to a situation card, such as, a vegetarian at a fancy restaurant. Determine what this person would/would not eat and drink. Use the partitive articles. Share your meal with the class

Pair Activity: Interview a classmate about their individual restaurant preferences, using the interview slip provided. Take notes and present the results of your interview to the class.

Pair Project: You and your partner are on a quest for a restaurant you would like to visit in France. Select the restaurant according to your personal preferences for cuisine, location, price and type of food.

Procedure:

1. Decide on the kind of restaurant you are looking for: the location in France, the nationality (French, Italian, Chinese) and the type of food (seafood, steaks).

2. Browse the Internet, travel guides, the Michelin guide, and fine dining magazines for ideas on location and

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type of cuisine.

3. Select a restaurant and write down the following: The address, days and hours of operation, menu, and price range.

4. Print out the menu and identify the following:

The most expensive appetizer and main course

The appetizer and main course that most appeal to your taste

A dish you might try if you felt adventurous

A dessert for you

A dessert for a friend

5. For each of the above seven dishes, write down the French name and translate into English; if a description of the dish is available, take this down and translate into English; note the price in Euros and convert to American dollars

6. Download pictures of the restaurant

7. Layout the information on a poster board and present it to the class

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Assessment Models:

All activities listed in the interpersonal and presentational models may be used as assessments

Teacher and text-prepared vocabulary and grammar quizzes

Prepare an ideal menu for school lunches for next week. Have a vegetarian alternative for each day. Try not to be too repetitive. Illustrate each meal, and write captions using partitive articles.




Graphic organizers

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Topic: Discussing and choosing the right quantity




Goal 8: The student will be able to discuss food and nutrition using a variety of grammatical concepts such as choice of articles, expressions of quantity, and expressions of obligation







April 8.1. Use the verb boire to talk about something someone is drinking

8.2. Discuss purchases and preferences of food and beverages with the stem-changing verbs acheter, préférer & payer

8.3. Talk about items in a general or specific sense

8.4. Learn about typical French beverages

8.5. Discuss quantities with quantity expressions + de + noun

8.6. Express obligation or necessity using the construction il faut + infinitive

8.7. Use the adjective tout to express the idea of all

8.8. Learn how to prepare a croque-monsieur


Why is the choice of articles in French a difficult topic for English-speakers to comprehend?

How do I develop communicative competence?

What are some differences between food shopping in France and the United States?


Choice of articles is a concept that does not exist in English as is does in French. Articles are optional in English, but mandatory in French.

Successful communication is knowing how, when and why to convey a message to different audiences.

In France, most shoppers go to small specialty stores on daily basis. In the United States, shoppers prefer one-stop shopping.


English: I like soda. I want (some) soda.

French: Je le soda. Je veux du soda.

Passe-moi le sel sur la table. (you want the salt on the table ; specific) J’ai besoin du sel. (you need some salt ; general)






Watch lesson 11 & 12 video clips in which a group of French teenagers are planning a picnic. First, summarize the scene in your own words, then answer comprehension questions on text pgs 175 & 185

Design a “shoe” to help remember the conjugations of the stem-changing verbs



Write an imaginary shopping list using expressions of quantity


Scenario: In pairs, role-play a scene in which one of you has returned from the

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7.NM.A.2, 7.NM.A.3, 7.NM.A.4, 7.NM.A.8, 7.NM.B.2, 7.NM.B.3, 7.NM.B.4, 7.NM.B.6, 7.NM.C.1, 7.NM.C.2, 7.NM.C.3, 7.NM.C.4

Specialty shops in France include la boulangerie for bread, la charcuterie for meat, la patisserie for pastries & la cremerie for dairy products. In the United States, shoppers have all these departments in one large supermarket.

GRASPS: Performance Assessment

Goal:

Your task is to identify the top 100 French cheeses.

Role:

You are a reporter for a popular culinary magazine

Audience:

Your target audience is the readers of the magazine

Situation:

The challenge involves traveling around different provinces in France to taste 100 varieties of French cheeses

Product, Performance, and Purpose:

You will write an article sharing your experiences as you travel around France tasting cheese. The article will also contain a chart ranking the 100 cheeses from best to worst with a brief commentary on each.

grocery store and the other is asking questions about the purchases made, including some prices.

Gallery Technique: With a partner, circulate around the classroom to view the pictures displayed. Write a statement of obligation using the construction il faut + infinitive based on the illustration.

Pair Activity: With a classmate, discuss what you drink at various meals and times of the day. What do you think French teenagers drink in similar situations? Are the items that the French drink similar to what is available in the United States? Create a dialogue to relay this information to each other.


Pair Activity: Work with a partner to put the elements of a story (given by the teacher) in order. You will need to add appropriate subjects and conjugate verbs in the correct tense. Read your version of the story to the class.

Scenario: In pairs, role-play a scene in which you are students in France. You call your partner and invite him/her to a restaurant instead of the dinner you were

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Standards and Criteria for Success:

Your work will be judged by the magazine’s chief editor (your teacher). Your product must meet the following standards:

1. A three to four paragraph article describing your experiences as you traveled around France.

2. A chart that includes a ranking of the 100 cheeses tasted and a brief commentary on each.

3. An oral presentation of your ten favorite cheeses and samples of five cheeses.

Students’ oral and written skills will be assessed with a rubric. Other rubric criterion will include spelling, content, and grammatical accuracy.

planning to have at your house. Explain the reason for the change and ask your partner what kind of restaurant he/she would like to go to. Present your role-play to the class.

Pair Activity: In pairs, explain the steps involved in the preparation of a simple meal such a pizza or a peanut and jelly sandwich. Rehearse your skit, adding questions and/or humor. Present your skit to the class

Assessment Models:

All activities listed in interpersonal and presentational models may be used as assessments.

Teacher and text-prepared tests and quizzes

Write a letter to your friend in which you talk about a recent shopping experience. Use the passé composé and demonstrate knowledge of choice of articles throughout the piece

Small Group Project: Working in groups or two or three, select a French-speaking country or overseas territory of France ad learn about its cuisine as well as the factors that encourage that type of cuisine.

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Preparation:

1. Choose a country or an overseas territory of France whose culture and cuisine appeal to you.

2. Research that area’s cuisine, select two recipes, and download or clip pictures to illustrate them. Write two short paragraphs presenting the cuisine and the two recipes you have selected, pointing out similarities and key ingredients you have identified among various dishes.

3. Learn and explain how the area’s geography and/or history plays a role in determining the cuisine. Present explanation in paragraph form.

4. Edit each other’s work, make corrections, and print your final copy.

5. Brainstorm a title for your poster and presentation. Layout your text and pictures on the poster board, make you final determinations, and attach the materials. Present your poster to the class with a taste of

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one of the recipes




Graphic organizers

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Big Idea: Recreation

Topic: Entertainment and leisure activities




Goal 9: The student will be able to identify different genres of entertainment and to talk about the role that entertainment plays in people’s daily lives







May 9.1. Talk about movies and entertainment

9.2. Express preferences and dislikes in movies and entertainment

9.3. Discuss places to go and things to do with friends

9.4. Use frequency expression to say how often one does various activities

9.5. Express why people go to different places and do different things using the construction pour + infinitive

9.6. Use mais to connect an expression of regret with a reason for refusal

9.7. Discover where French young people like to go in their free time

9.8. Compare and contrast what French and American young people like to do in their free time


What role does entertainment play in our daily lives?

How does content help me respond to important questions that extend my learning beyond the classroom?

How does the study of another language increase the understanding of one’s own language?


Entertainment allows us to escape reality for short periods of time.

The content of the world languages classroom encompasses the entire learning experience.

There are many ways to communicate the same idea.


The program “Star Trek” allows us to imagine that we are traveling through space for 30 minutes.

After studying different types of entertainment in French class, students will have a deeper appreciation of the role that entertainment plays in






Make a list of the types of entertainment activities pictured on text pages 206-207. Express which of these activities you have or would like to participate in. Answers may be given orally or in writing

Write about your favorite movie. Mention the title, the main actors/actresses, the genre of film, and a brief description of the plot. Use a dictionary to look up words you don’t know

Listening comprehension exercises with DFB workbook and audio CDs

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7.NM.A.1, 7.NM.A.3, 7.NM.A.4, 7.NM.A.8, 7.NM.B.1, 7.NM.B.3, 7.NM.B.4, 7.NM.C.1, 7.NM.C.2, 7.NM.C.3, 7.NM.C.4, 7.NH.A.3, 7.NH.A.4, 7.NH.B.3, 7.NH.C.1

people’s daily lives.

The concept of using “pour” to express why people go to different places and do different things in French prompts English speakers to examine their own language to see if the same construction exists. The answer is that construction is optional in English and mandatory in French.

English: I go to the movies (in order) to see my favorite actor.

French: Je vais au cinéma, pour voir mon acteur favori.

GRASPS : Performance Assessment

Goal :

Your task is to determine what recreational facility would be most successful in Monroe.

Role:

You are a land developer who’s job is to research the recreational facilities that are currently available in Monroe and it’s vicinity.

Audience:

You need to convince investors that the facility of your choice will be successful and profitable.


Pair Activity: Work with a classmate and take turns acting out different genres of movies

Scenario: With a partner, role-play a phone conversation in which one of you invites the other to the movies. Discuss various movies that are actually showing at local cinemas. One of you has the information and the other does the asking for information

Pair Activity: Work with a partner to conduct an interview of your classmates about their leisure activities and preferences. Use the questions given to you by the teacher; feel free to add questions of your own. Tally the answers, calculate percentage and create a pie-chart to illustrate your results


Present the results of the interview completed with your partner to the class. Complete the following steps before presenting:

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Situation:

The challenge involves:

1. Determining how interested Monroe residents are in opening a new facility in their town.

2. Doing quality research on current recreational facilities to avoid duplicates and to ensure success.

3. Finding an appropriate location for the facility.

Product, Performance, and Purpose

You will need to develop the process to be followed in order to convince investors that the new facility will be profitable. The process should include:

1. A written report in the target language summarizing facilities that already exist and their location

2. Creating a newspaper advertisement to stimulate interest in a new facility. The ad should be illustrated and list advantages of a new facility in Monroe.

3. Preparing a written survey that can be mailed to Monroe residents to determine interest in the new facility.

4. Creating a map of current-day Monroe that

1. Develop a conclusion, converting numbers to terms such as half, several, or most in French

2. Prepare an analysis: What do the results tell you?

3. Write a reflection: What have you learned from the survey?

Pair Activity: Work with a partner to create a poster of your favorite film or current film. In addition to several pictures, give the title of the film (in French if possible), the genre of film, the director and the main actors/actresses. The poster should also contain a list of theaters where the movie is playing and critic reviews. Present your poster to the class.

Assessment Models:

All activities listed in the interpersonal and presentational models may be used as assessments

Teacher and text-prepared vocabulary quizzes

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shows the optimum space for the new facility.

5. Preparing an oral presentation on your findings for investors.

Standards for Criteria and Success

Your work and presentation will be judged by the investors (your classmates and teacher). A rubric will be created to assess written and oral skills in the target language. Other criterion will include, spelling, grammatical accuracy, and content




Graphic organizers

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Big Idea: Classification

Topic: Talking about friends and acquaintances




Goal 10: The student will be able to refer to people, places, things with direct and indirect object pronouns using a variety of verbal structures







June 10.1. Refer to oneself and to those one is addressing using the object pronoun me, te, nous & vous

10.2. Ask for assistance or for a service using various verbs that are followed by à

10.3. Make and respond to requests

10.4. Use object pronouns with declarative, imperative and infinitive constructions

10.5. Learn about tourist attractions in Quebec City

10.6. Talk about the people and places one knows using the irregular verb connaître

10.7. Use the direct object pronouns le, la & les to talk about people and things in the present and the past

10.8. Apply the concept of agreement using direct object pronouns in the passé composé


Why should patterns be spiraled (reviewed and extended) in order to enhance communication skills?

How does the content of the world languages classroom help me understand who I am and the world in which I live?

What strategies do I need to communicate in linguistically and culturally appropriate ways?


Effective communication uses appropriate vocabulary, correct language structures and patterns.

Learning a different language/culture leads to a greater understanding of one’s own and other’s languages/cultures and why people think and act in different ways.

Language learning involves acquiring strategies to fill communication gaps.


The concept of agreement that students have been







Use a Word-Web graphic organizer to take notes about object pronouns, direct object pronouns, and indirect object pronouns


Gallery technique: Circulate around the room to view the illustrations displayed. For each illustration, say (1) if you know the person/object and (2) if you like the person/object. Students must answer in writing

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10.9. Talk about what people read, say and write using the verbs lire, dire & écrire

10.10. Identify types of reading material

10.11. Use the indirect direct object pronouns lui & leur

10.12. Talk about things one knows how to do using the verb savoir

10.13. Distinguish between the verbs savoir & connaître when talking about what one knows

7.NM.A.3, 7.NM.A.4, 7.NM.B.3, 7.NM.B.4, 7.NM.B.6, 7.NM.C.2, 7.NM.C.3, 7.NM.C.4, 7.NH.A.3, 7.NH.B.6

learning since French I, is applied again with direct object pronouns in the passé composé.

Agreement chart

MS FS

------ -e

MP FP

-s -es

While studying object pronouns in French, English speakers examine their own language to see how relevant object pronouns are in any context and how often they are used in everyday conversation

Creating mnemonic devices to remember verbs that are followed by direct objects, indirect objects, and those verbs that can be followed by both direct and indirect objects.


Pair Activity: Complete exercise 2 on text pg 229 with a partner. Ask each other if you know the people and things pictured. Students may answer orally or in writing.

Dice-game: Work in groups of two or three to practice conjugations of verbs presented in lessons 14, 15 & 16.

Group Game: Select five items and gather three of each set (e.g., classroom items, plastic fruit) Divide the class into groups and seat each group in a circle. Give the five items to student 1 (S1) of each team. S2 asks S1 to pass an item using an object pronoun in the imperative form (donne-moi le cahier, s’il te plait). S1 gives the object to S2 using the appropriate direct object pronoun (Le voilà). The game continues with S3 asking S1 to pass an object. The winner is the first team to pass all the items around the circle.

Inner-Outer Circles: Divide the class into two concentric circles. The inner circle faces outward and the outer circle faces inward, each person having a corresponding partner on the other team.

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The teacher will distribute slips of papers with questions. The students on the outer circle will ask their questions and the people facing them will respond. When the teacher gives the signal, the outside circle will rotate clockwise and repeat their questions to a new person. The game ends when everyone in the inner circle has answered all the questions.


Group Activity: In groups of three, role-play a scene in which someone is organizing a party and telephoning his/her friends for some help. What will you need to create a successful atmosphere? Consider invitations, decorations, food, activities and any other aspects. Present your scene to the class, who will vote on the most promising plans after all the role-plays have been presented.

Pair Activity: With a partner, research a French music group, their career, hit songs, and the lyrics to a one of their songs. Alternatively, you may research a French singer. Present your findings to the class. You must have a copy of song lyrics ready to distribute to the class.

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Pair activity: In pairs, role-play a scene where one of you is visiting the other in Paris. Ask advice on what to do in town, and about museums or restaurants. In return, your partner will ask you questions about your activities and habits, and match these to his/her knowledge of Paris to suggest activities that might be fun. Come up with a list of at least five activities. Present the role-play to the class.

Create a poster illustrating what you do for different friends and family members. Find pictures for a minimum of eight different verbs from lessons 15 & 16. Write a caption for each picture, using the appropriate object pronoun. Present your poster to the class. For the verb DONNER for example, find a picture of someone giving a present to someone else. Then, write a sentence using a pronoun that fits.

Assessment Models:


Teacher and text-prepared tests and

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quizzes

Scenario: In pairs, role-play a scene in which you are neighborhood gossips telling each other who did what, yesterday. Use direct and indirect object pronouns and a variety of verbs from Unit 4

Project: Work with a partner to learn more about the city of Quebec

Procedure:

1. Browse travel guides and the Internet to get preliminary information on Québec city

2. Review your information and select two aspects of Québec on which to concentrate. Research its culinary traditions, history, monuments, and festivals

3. Download, clip, or photocopy pictures for your poster and write captions

4. Write two short paragraphs on each of the aspects picked. Edit each other’s work, make corrections, and print your final text

5. Present your information to the class and display you poster in the

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classroom




Graphic organizers

www.classzone.com

www.quia.com


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French II Honors

COURSE BENCHMARKS

1. The student will be able to use prior knowledge and previously learned material to communicate simple everyday concepts such as numbers, date, time, weather and seasons in the target language.

2. The student will be able to express likes and dislikes regarding daily activities. Students will be able to identify personal possessions.

3. The student will be able to provide introductions of themselves and others, mentioning things they do and do not do.

4. The student will be able to share aspirations for professions in the future. 5. The student will be able to talk about choices and plans using the immediate past and immediate future

constructions. 6. The student will be able to talk about a variety of weekend activities in the present, past and futures tenses. 7. The student will be able to describe past events using the passé composé with avoir and être. 8. The student will be able to identify foods and beverages, express preferences in foods and beverages, and

experience food shopping in France. 9. The student will be able to discuss food and nutrition using a variety of grammatical concepts such as choice of

articles, expressions of quantity, and expressions of obligation. 10. The student will be able to identify different genres of entertainment and to talk about the role that

entertainment plays in people’s daily lives. 11. The student will be able to refer to people, places, things with direct and indirect object pronouns using a

variety of verbal structures.

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