World Languages French 9-12 Intermediate Low CURRICULUM … · Intermediate Low 9-12 Unit #1 (23...

French Intermediate Low TBOE Board Approved 8/26/2013 1

TRENTON PUBLIC SCHOOLS

Department of Curriculum and Instruction

108 NORTH CLINTON AVENUE

TRENTON, NEW JERSEY 08609

World Languages – French 9-12

Intermediate Low

CURRICULUM GUIDE

August 2013


Trenton Public Schools

Curriculum Guide for:

World Languages: French 9-12

Proficiency: Intermediate Low

Pacing Guide

Unit Title Pacing Days

1 Ma Vie Quotidienne / My daily Life

MP 1 23

2 On Fait la Fête ! Let’s celebrate! MP 2 23

3 Retour de Vacances ! Back from Vacation! MP 3 23

4 Le monde du Travail /The Working World MP 4 20


French Curriculum

Intermediate Low 9-12

Unit 1: Ma Vie Quotidienne / My daily Life


Trenton School District: French Curriculum

CONTENT AREA:

World Languages

PROFICIENCY LEVEL:


Unit #1

(23 Days)

UNIT NAME:

Ma Vie Quotidienne / My daily Life

STAGE 1 – Desired Results

Enduring Understanding:

A healthy lifestyle consists of routines and

habits that contribute to healthy body

development.

My daily routine can be similar and

different from a typical French teen.

Essential Questions:

How do people maintain a healthy lifestyle through personal hygiene?

How do I organize my time during a typical day?

How do I discuss my health and give advice?

CORRESPONDING NJCCCS STUDENT LEARNING OBJECTIVES (SLOs)

7.1. NH.A.1 Recognize familiar words and phrases,

understand the main idea, and infer the meaning of

some highly contextualized, unfamiliar spoken or written words contained in culturally authentic

materials using electronic information sources

related to targeted themes.

SLO # 1 – Recognize familiar words and phrases, understand the main idea, and infer the

meaning of some highly contextualized, unfamiliar spoken or written words related to daily

routines in the home and target cultures contained in culturally authentic materials using electronic information sources.

Can do statements:

I can understand conversations about daily routine

I can understand when someone asks about my daily routine and habits

I can complete a health form in the target language

I can view a short video clip about health and identify the main idea and principal

details

I can read a culturally authentic magazine/newspaper article about health and

understand the highlights

7.1. NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written

descriptions.

SLO # 2 - Identify target culture(s) practices related to maintaining healthy habits as found in short conversations and brief written messages and determine how the practices are

similar to and different from those of the home culture.


7.1. NH A.5 Demonstrate comprehension of short

conversations and brief written messages on familiar topics

Can do statements:

I can understand factual information in written/ oral texts about everyday practices

for people in the target culture

I can understand how daily habits/choices influence one’s health

I can infer the meaning of a few unfamiliar words related to health when the text

also contains familiar words and explanation of the unfamiliar words

I can listen to a short conversation between two native speakers and determine what

they consider to be a healthy lifestyle

7.1. NH.A.3 Recognize some common gestures and

cultural practices associated with target culture(s). 7.1. NH.B.3 Imitate appropriate gestures, intonation,

and common idiomatic expressions of the target

culture(s)/language during daily interactions.

SLO # 3 - Recognize and use some gestures and idiomatic expressions for expressing

illnesses and injuries and talking about healthy practices.

Can do statements:

I can recognize some gestures and idiomatic expressions used when speaking about

an illness or an injury

I can imitate some gestures and use some basic idiomatic expressions associated

with an illness or an injury and health practices

7.1. NH.B.1 Use digital tools to exchange basic

information by recombining memorized words,

phrases, and sentences on topics related to self and targeted themes.

7.1. NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas.

SLO # 4 - Exchange basic information related to daily routine, habits, and making healthy

choices by recombining memorized words, phrases, and sentences in a culturally

appropriate way using digital tools and face-to-face communication.

Can do statements:

I can use digital tools and face-to-face communication to ask my classmates and

members of the target culture about their routine/habits (e.g. when they do things, what they do on a daily basis, and make recommendations).

I can complain about health and give advice.

I can use appropriate reaction words when my classmates and members of the

target culture answer a question (e.g. me too, not me, that’s interesting, really?,

that’s nice).

7.1. NH.C 1 Recombine basic information at the

word and sentence level related to self and targeted themes to create a multimedia-rich presentation to

be shared virtually with a target language audience.

7.1 NH.C.3 Describe in writing people and things

from home and school environment.

SLO # 5 - Recombine previously studied material to create a multimedia-rich presentation

showing how daily routine and lifestyle choices are influenced by culture, geography and media in the home and target cultures.

Can do statements:

I can use short sentences and digital tools to create a presentation that shows how


7.1. NH.C.5 Tell or write about cultural products associated with the target culture(s), and simulate

common cultural practices

daily routine and health practices are influenced by culture, geography, and media

in my culture and the target culture.

CONCEPTS

WHAT DO STUDENTS NEED TO KNOW? SKILLS

WHAT DO STUDENTS NEED TO BE ABLE TO DO?

Body parts

Names of personal care items

Expressions for sequence of events (e.g. First, then, later)

How often we do things (e.g. always, sometimes, never)

Names of illnesses and injuries

Health related terms

Expressions of feelings and emotions

Grammar:

Reflexive verbs

Tout, tous, toute, toutes

Identify body parts

Recognize gestures associated with expressing an illness or an

injury

Identify some cultural practices associated with daily

routine/habits

Explain personal daily routine

Express feelings/emotions

Exchange information about family and personal health choices

in the home and the target culture(s) using digital tools such as blogs, wikis, or SKYPE as well as face-to-face communication

by recombining previously memorized words, phrases, and

sentences.

Ask and respond to question related to health, daily routine and a

balanced life.

Create a multimedia-rich presentation showing how daily routine

and lifestyles are influenced by culture, geography, and media in

the home and target cultures.

Recombine previously memorized words, phrases and sentences

to express daily routine/feelings/illnesses


Stage 3: Strategies:

Students use the target language in the three modes of communication to engage in the study of daily routine and habits and explore the role it

plays in developing a healthy body development. They consider how cultural, geographic, and familial, forces influence people’s daily choices.

(Assessment of the interpretive mode may be in English; however, the text is always in the target language.)

Interpretive: Students examine authentic written and video/audio texts such as health forms, advertisements, health blogs, magazine articles, and other text related to health, daily practices, and routine in the home and target cultures.

Write a composition about their daily routine in the present/past

Cultural reading comprehension

Read a dialogue and answer questions

Interpersonal: They engage in short unrehearsed/unscripted conversations with classmates, the teacher and members of the target language community in which

Stage 2: Assessment Evidence:

Formative Assessments: Summative Assessments:

Daily written/verbal check-ins

Group conversations

Group activities

Online activities

Think-Pair-Share

3-2-1 Reflections

2 Stars and a wish

Exit Ticket

Common Unit Assessment at end of each Unit – Required

Performance Task (See Below) - Required

Oral/written exams (Mid Marking Period)

Projects

Portfolios

Performance Assessment Task: (Presentational)

1. Create and present a team project surveying lifestyle practices of teens in school in the target language.

2. Create a daily routine cartoon/children’s book that illustrates proper daily routine.

Scoring Criteria: See Appendix for appropriate rubric


they ask and answer questions and express preferences related to daily routine and health.

Students will participate in a role play a visit to a doctor

Interview teacher/classmates on daily routine and healthy practices

Post a response to a health blog in the target language

Presentational: Students create surveys, graphs and charts to convey information about the daily routines of teens in the US and in a French speaking country.

They use sentence level discourse to describe what they and others do on a daily basis, which activities are essential to them, and what impact their

life style choices have on overall health. They compare and contrast practices related to daily routine and health in the home and target cultures.

Create and present a power point about daily routine of self or a French teen using authentic visuals and vocabulary

Create and present a team project surveying the lifestyle practices of teens in school in the target language

Create a daily routine cartoon/children’s book that illustrate proper daily routine

Differentiation Strategies:

Tiered Activities (leveled reading)

Flexible grouping based on ability/interest level

Interest-based options (product/process choice)

Learning modalities (interpersonal, intrapersonal, audio, musical, linguistic, mathematical, visual-spatial, bodily-kinesthetic)

Technology integration


Suggested Resources:

Textbook “Bien dit” level 2

Best practices teacher guide

Online Textbook : Classzone:

http://www.classzone.com/cz/index.htm;jsessionid=xrLpRMVFLVp4pcq27Rfxkn7BB0HQMPZ15g7Y1cSyzh1JymnX9fqY!1

325882433

Rosetta Stone https://trentonchs.rosettastoneclassroom.com/en-US/

List of useful websites for world language teachers

http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Tea

chers%20and%20Students.pdf

Culturally authentic multimedia resources: YouTube, video clips, music, art, films, documentaries

Literature: Novels, short stories, fables, legends, poems

Department of Education suggested assessment rubrics

http://www.state.nj.us/education/cccs/1996/frameworks/worldlanguages/appendb.pdf



http://webmail.trenton.k12.nj.us/exchweb/bin/redir.asp?URL=https://trentonchs.rosettastoneclassroom.com/en-US/

http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Teachers%20and%20Students.pdf




French Curriculum


Unit 2: On Fait la Fête! Let’s celebrate!



CONTENT AREA:

World Languages

PROFICIENCY LEVEL:

Novice-High 9-12

Unit # 2

(23 Days)

UNIT NAME :

On Fait la Fête ! Let’s celebrate!



Celebrations are a unique reflection of one’s

culture.

Gastronomy is a unique reflection of

cultural celebrations


How do I prepare for celebrations?

How do people in French-speaking countries prepare for celebrations?


7.1. NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar

topics

SLO # 1 – Demonstrate comprehension of short conversations and brief written messages about celebrations

Can do statements:

I can listen to a video clip that contains information about celebrations (personal

and cultural) and:

a. Identify key words and phrases.

b. Determine how the celebrations are similar to and different from those in my culture.

When reading short texts dealing with celebrations (personal and cultural) I can:

a. Identify key words and phrases.

b. Determine how the celebrations are similar to and different from those in my culture.

7.1. NH.A.6 Identify the main idea and other significant ideas in readings from age and level-

appropriate, culturally authentic materials.

SLO # 2 - Identify the main idea and other significant ideas in reading from age and level-appropriate culturally authentic materials that address the celebration of events in the target

culture(s).

Can do statements:

I can listen to a short authentic video clip that contains information about


celebrations of events and :

a. Identify the main idea. b. Recognize other key ideas.

When reading short authentic texts dealing with celebrations of events I can:

a. Identify the main idea.

b. Recognize other key ideas.

7.1. NH.B.2 Give and follow a series of oral and written directions, commands, and requests for

participating in age- and level- appropriate

classroom and cultural activities.

SLO # 3 - Give and follow oral or written directions for performing an authentic cultural activity associated with a celebration.

Can do statements:

I can give directions for participating in a cultural activity (e.g. how to perform a

dance, how to play a game, how to prepare a meal) and I can answer questions

from my classmates and members of the target culture when they don’t understand

my directions.

I can follow directions for participating in a cultural activity (e.g. how to perform a

dance, how to play a game, how to prepare a meal) and ask for clarification when I do not understand (e.g. please repeat, I don’t understand, did you say).

7.1. NH.B.1 Use digital tools to exchange basic

information by recombining memorized words, phrases, and sentences on topics related to self and

targeted themes.

7.1. NH.B.4 Ask and respond to questions, make requests, and express preferences in various social

situations.

SLO # 4 - Use digital tools to ask and answer questions by recombining memorized words,

phrases, and sentences related to celebrations of events in the target culture(s).

Can do statements:

I can ask classmates and others simple questions related to a celebration using

digital tools and face-to-face communication.

I can answer simple questions related to a celebration using digital tools and face-

to-face communication.

I can use appropriate reaction words when my classmates and members of the

target culture answer a question (e.g. me too, not me, that’s interesting, really?,

that’s nice).

I can ask for clarification when I don’t understand something (e.g. please repeat, I

don’t understand, did you say).

7.1NH.C.1 Recombine basic information at the

word and sentence level related to self and targeted

themes to create a multimedia-rich presentation to be shared virtually with a target language audience.

SLO # 5- Recombine words, phrases, and sentences to create a multi-media rich

presentation that compares and contrasts celebrations in the home and target cultures.

Can do statements:

I can create a multi-media presentation in which I recombine words, phrases and


sentences to compare and contrast a celebration (personal or cultural) in the US and

in a French-speaking country.

CONCEPTS

WHAT DO STUDENTS NEED TO KNOW?

SKILLS


Vocabulary associated with celebrations within the target

culture(s)

The structures necessary to:

o Express comparisons

o Express superlatives

o Describe cultural celebrations in the present time frame

The products and practices that individuals and families in the

target culture(s) use when celebrating

Communication strategies to facilitate conversations related

to celebrations (asking for clarification, circumlocution, expressions of reacting, rewording)

It is understood that students at the NH level will have already

mastered the following:

Family members

Clothing

Names of authentic holidays

Seasons

Structures needed to:

o Describe typical holidays

Describe activities that take place during holiday celebrations

How to wish someone a good time

Cultural dishes associated with specific celebrations

How to shop for and prepare celebration dishes

Grammar:

Direct object pronouns

Indirect object pronouns Negative expressions

Passé compose

Demonstrate comprehension of short conversations and brief

messages dealing with celebrations within the target culture(s).

Identify the main idea and other significant ideas in readings

from age and level-appropriate, culturally authentic materials

dealing with celebrations within the target culture(s).

Use digital tools to ask and answer questions related to

celebrations that mark important events within the home and target cultures.

Give and follow a series of directions related to a cultural

celebration/food preparation

Ask and respond to questions, make requests, and express

preferences related to celebrations events within the target culture(s)

Recombine basic information at the word and sentence level to

create a multi-media presentation that compares and contrasts

celebrations event(s) in the home and target culture(s).

Prepare for parties and celebrations (go food shopping in a

French-speaking supermarket, prepare food…)

Discuss food, festivals, and holidays in a French-speaking

country


Future tense

Imperfect Partitive

Pronouns “Y” and “en”

Contractions with “à” and “de”




Group conversations

Group activities

Online activities

Think-Pair-Share

3-2-1 Reflections

2 Stars and a wish

Exit Ticket




Projects

Portfolios

Performance Assessment Task: (Interpersonal/Presentational)

1. Create a skit discussing the last holiday they celebrated. Work in a group to present a selected skit to the whole class.




Students use the target language in the three modes of communication to explore events as celebrated in the target culture and compare and

contrast them to similar celebrations in the home culture. (Assessment of the interpretive mode may be in English; however, the text is always in

the target language.)

Interpretive: They interpret authentic written and video/audio texts such as magazine articles, newspaper articles, and short video clips that focus on the celebrations in the target culture(s).

Read a culturally authentic text about a celebration and identify the main ideas

Write a story about your favorite holiday/celebration in the target language

Post a blog about a popular holiday recipe in the target culture

Watch a culturally authentic video about celebrations in a French-speaking country

Write an invitation to a celebration in the target language

Interpersonal: They engage in short unrehearsed/unscripted conversations with classmates, the teacher, and members of the target language community, in which

they ask and answer question related to preparation and celebration of holiday events.

Ask and respond to questions about popular celebrations

Exchange information with teacher/classmates about preparing for a celebration/holiday

Create a skit discussing the last holiday they celebrated

Presentational: They use written and oral sentence discourse to compare and contrast how events are celebrated in the home and target cultures.

Create and present a greeting card project in the target language

Create and present a plan for a culturally authentic holiday party

Prepare a culturally authentic holiday dish/poem/ song and share with the class













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French Curriculum


Unit 3: Retour de Vacances! Back from Vacation!



CONTENT AREA:

World Languages

PROFICIENCY LEVEL:

Intermediate-Low 9-12

Unit # 3

(23 days)

UNIT NAME :

Retour de Vacances ! Back from Vacation!


Enduring Understanding(s):

There are steps that must be taken when you

travel

Sports bring people together in spite of their

geographical and cultural differences

A healthy lifestyle consists of routines and

habits that contribute to healthy body

development

Gastronomy is a unique reflection of

cultural celebrations


How would you plan a trip?

How do sports bring people globally together?

What habits help people maintain a healthy lifestyle?

How do I prepare for a celebration?


7.1. NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of

some highly contextualized, unfamiliar spoken or

written words contained in culturally authentic materials using electronic information sources


SLO # 1 – Recognize familiar words and phrases, understand the main idea, and infer the meaning of spoken or written words as found in culturally authentic materials from

electronic information sources related to factors that contribute to traveling.

Can do statements:

When reading short texts or listening to a clip dealing with travel I can:

c. Identify key words and phrases.

d. Understand the main idea.

e. Figure out the meaning of a few unfamiliar words when they are defined in the target language or when an example is given.

Determine which travel factors are similar and different in the United States and the

countries where French is spoken.



understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or

written words contained in culturally authentic



7.1. NH.A.6 Identify the main idea and other

significant ideas in readings from age- and level-appropriate, culturally authentic materials.

SLO # 2 – Identify words/phrases, key points, and main idea(s) in target language age- and

level-appropriate culturally authentic materials dealing with sports, popular sports’ competitions and events, equipment, and other activities .

Can do statements:

I can identify key words and phrases in short readings (e.g. a blog dealing with

sports)

I can understand the main ideas and some details announced during a sport event

I can identify major events and competitions in popular sports at home and in

French-speaking countries

I can listen to a sport commentator and understand the highlights of a game

I can understand specific information regarding sports’ scores, rules, and

equipment

I can follow multi-step instructions on how to play a sport


understand the main idea, and infer the meaning of

some highly contextualized, unfamiliar spoken or

written words contained in culturally authentic materials using electronic information sources


SLO # 3 - Recognize familiar words and phrases, understand the main idea, and infer the

meaning of some highly contextualized, unfamiliar spoken or written words related to daily

routines in the home and target cultures contained in culturally authentic materials using

electronic information sources.

Can do statements:

I can understand conversations about daily routine

I can understand when someone asks about my daily routine and habits

I can complete a health form in the target language

I can view a short video clip about health and identify the main idea and principal

details I can read a culturally authentic magazine/newspaper article about health and

understand the highlights

7.1. NH.A.6 Identify the main idea and other

significant ideas in readings from age and level-appropriate, culturally authentic materials.

SLO # 4 - Identify the main idea and other significant ideas in reading from age and level-

appropriate culturally authentic materials that address the celebration of events in the target culture(s).

Can do statements:

I can listen to a short authentic video clip that contains information about

celebrations of events and :

c. Identify the main idea.


d. Recognize other key ideas.

When reading short authentic texts dealing with celebrations of events I can:

c. Identify the main idea. d. Recognize other key ideas.

CONCEPTS


SKILLS


Travel preparations

Travel activities

Sports events/competitions

Sports equipment

Extracurricular activities

Health related terms

Expressions for sequence of events (e.g. First, then, later)

The products and practices that individuals and families in the

target culture(s) use when celebrating

Communication strategies to facilitate conversations related

to celebrations (asking for clarification, circumlocution,

expressions of reacting, rewording)

express what they have done on past vacations

identify the steps necessary for travel home/abroad

Identify the key ideas associated with different sports as found in

culturally authentic material from the target culture.

Ask questions related to sports with classmates and others using

digital tools and face-to-face communication.

Answer questions related to sports with classmates and others

using digital tools and face-to-face communication.

Ask and respond to question related to health, daily routine and a

balanced life.

Recombine previously memorized words, phrases and sentences

to express daily routine/feelings/illnesses

Ask and respond to questions, make requests, and express

preferences related to celebrations events within the target

culture(s)

Discuss food, festivals, and holidays in a French-speaking

country


Students use the target language in the three modes of communication to recycle knowledge about travel, sports, health, and celebrations are

similar and different in the home and target culture(s). (Assessment of the interpretive mode may be in English; however, the text is always in the

target language.)

Interpretive: They interpret authentic written and video/audio texts such as blogs, community bulletin boards, and advertisements that focus on the unit topics.

read dialogues and answer questions

engage and practice audio/video activities

cultural reading comprehension




Group conversations

Group activities

Online activities

Think-Pair-Share

3-2-1 Reflections

2 Stars and a wish

Exit Ticket




Projects

Portfolios


Research and present an oral or written report about a country you would like to visit in the future. Include places you would

like to visit and things you would like to do. Make sure to give specific reasons. Presentation can be in form of report or

PowerPoint.



Interpersonal: They engage in short unrehearsed/unscripted conversations with classmates, the teacher, and members of the target language community, in which they ask and answer questions related to travel, sports, health, and celebrations and how they are similar and different in the home and target

culture(s).

Interact in paired dialogues A/B activities, interviews, role play, and blogs

Communicate with teacher and classmates in the target language

Respond to questions in the target language

Presentational: They use sentence level discourse to discuss travel, sports, health, and celebrations, and how they are similar and different in the home and target

culture(s). They compare and contrast cultural practices that occur in the home and target culture(s).

create and present a multimedia project to demonstrate mastery of the reviewed topic(s)












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French Curriculum

Intermediate-Mid 9-12

Unit 4: Le monde du Travail / The Working World



CONTENT AREA:

World Languages

PROFICIENCY LEVEL:

Intermediate-Low 9-12

Unit # 4

(20 Days)

UNIT NAME:

Le monde du Travail /The Working World



What I do now impacts my future success

Part of your job preparation is to analyze

what skills are necessary to be successful in

a future profession

The decisions you make today in school

will impact your future plans and career decisions


How do I prepare myself for success in the work force?

What skills are necessary to succeed in the job market?

What kinds of jobs/careers interest you for the future?


7.1. IL.A.1 Identify the main idea and most supporting details contained in culturally authentic



7.1. IL.A.3 Compare and contrast the use of verbal

and non-verbal etiquette (i.e., the use of gestures,

intonation, and cultural practices) in the target culture(s) and in one’s own culture.

SLO # 1 – Recognize familiar words and phrases, understand the main idea, and infer the meaning of spoken or written words as found in culturally authentic materials from

electronic information sources related to professions and careers.

Can do statements:

When reading short texts or listening to a clip dealing with professions and careers I can:

f. Identify key words and phrases.

g. Understand the main idea.

h. Figure out the meaning of a few unfamiliar words when they are defined in the target language or when an example is given.

i. Determine which skills are similar and different for various careers in the work

force.


7.1. IL.A.5 Demonstrate comprehension of

conversations and written information on a

variety of topics

7.1. IL.B.1 Use digital tools to participate in

short conversations and to exchange

information related to targeted themes.

SLO # 2 - Participate in an online or face-to-face discussion with members of the target

culture or classmates to exchange information regarding future plans for a career.

Can do statements:

I can use digital tools and face-to-face communication to ask questions about:

a. Job skills

b. Future plans c. Career preferences

d. School subjects and how they relate to the job market

I can use digital tools and face-to-face communication to answer questions about:

e. Job skills f. Future plans

g. Career preferences

h. School subjects and how they relate to the job market

I can ask for clarification when I don’t understand the requirements for a specific

job/profession

7.1. IL.B.4 Ask and respond to factual and

interpretive questions of a personal nature or on

school-related topics.

7.1. IL.B.5 Engage in short conversations about

personal experiences or events and/or topics

studied in other content areas.

SLO # 3 - Ask and respond to questions about the role of different professions in the

development of communities by recombining words/phrases using digital tools and face-to-face communication in the target language.

Can do statements:

I can talk with someone about my dream job/profession

I can state the skills needed to succeed in a given profession/job

I can initiate a conversation about careers

I can exchange views and opinions about my favorite profession and how it competes in the job market

I can identify professionals in my community and discuss their roles

7.1. IL.C.3 Use language creatively to respond

in writing to a variety of oral or visual prompts

7.1. IL.C.5 Compare and contrast cultural

products and cultural practices associated with

the target culture(s) and one’s own culture,

orally, in writing, or through simulation.

SLO # 4 - Produce written texts and oral presentations to describe the different

jobs/professions and the requirements/skills that each career entails.

Can do statements:

I can describe my favorite job in terms of educational requirements, personality,

skills, and accomplishments

I can present a resume describing my skills, experiences, accomplishments,

background, and education


I can express opinions about different professions (the pros and cons)

CONCEPTS


SKILLS


Professions and services

Expressions needed to write a formal letter/resume

Expressions to describe specific skills and abilities

Cultural practices related to applying for a job

The structures necessary to describe people and careers

Locations particular to different professions

Grammar

The future

The conditional

Feminine forms of nouns

Making polite requests

Talk about jobs

Identify the different locations particular to various professions

Compare and contrast professions

Identify what are the 21st century skills they need to succeed

Express interest in various jobs that will impact his/her future

plans and career decisions

Express qualities and experiences necessary for success in the

21st century

Research possible careers that interest them

Conduct or participate in a job interview

Write a resume/cover letter for a job that interests them

Discuss the differences between French and the US job market as

it relates to skills, availability, benefits, requirements…




Group conversations

Group activities

Online activities

Think-Pair-Share

3-2-1 Reflections

2 Stars and a wish

Exit Ticket




Projects

Portfolios



Students use the target language in the three modes of communication to explore jobs and professions, skills and requirements in order to become

a productive member of society, make informed decisions about future goals, in the home, and target culture by comparing and contrasting the job markets in both cultures. (Assessment of the interpretive mode may be in English; however, the text is always in the target language.)

Interpretive: They interpret authentic written and video/audio texts such as job search websites, blogs, articles, and commentaries that focus on professions.

Read a culturally authentic article about differences between French jobs and those of the USA and answer questions

Read a job ad from an authentic job search website and fill out a graphic organizer

Read/watch about how to prepare for an interview in the 21st century

Fill out a job application in the target language

Read a biography about a famous professional in a French speaking country

Write a story/blog to describe your future professional goals

Interpersonal: They engage in short unrehearsed/unscripted conversations with classmates, the teacher, and members of the target language community, in which they ask and answer questions related to jobs and professions.

Interact in paired dialogues, A/B activities, interviews, role play, and blogs to practice interviews

Ask/respond to questions about favorite jobs and professional plans

Role play a job applicant and a potential employer

Interview a classmate about their dream career

Discuss a job related article

Presentational: They use sentence level discourse to compare and contrast the job market in both cultures while exploring the cultural norms and practices


1. Research different types of resumes online and use the information to create and present video

resume/curriculum vitae to the class.



associated with applying for and preparing for a job.

Create and present a video resume or a curriculum vitae

Present advice for job interviews (clothing, questions, etiquette…)

Create a job fair in order to advertise for positions and interview potential candidates

Create and present a power point about a successful professional in the target language












325882433
















Appendix A

Assessments/Strategies/Resources:

1. Ads/Commercials/Videos – Go to www.youtube.com. Search for ecotourism in the target language. Select videos that contain

visuals and text that will assist students in understanding the message. Be sure to view all the videos from start to finish before

sharing them with the class.*

2. Brochures – To find brochures that contain lists and visual support do a target-language search for “vacation package”, “tourist

office”, “places of interest”, or “tourism activities” in a specific city or country. An example can be found at

http://www.acentorural.com/turismoactivo/turismo_activo_deporte_aventura_naturaleza_andalucia.asp. There is an interactive

map.*

3. Exit Ticket - Use this technique to show you what students are thinking and what they have learned at the end of a lesson. Before

students leave, they have to hand you a “ticket” filled out with an answer to a question, a solution to a problem, or a response to

what they’ve learned. Exit Tickets help you assess if students have “caught what you taught” and plan for the next lesson or unit of

instruction.

4. Google Earth – This web resource allows you to travel around the world. To download it, go to http://earth.google.com/. In order to

provide students with authentic experiences, the language settings can be changed. Make changes in the program by clicking on

“Tools”, then “Options” and finally “General”. Click on “Language” and select the language of your choice. *

5. Magic Box – Place authentic materials/props such as art books, souvenirs, tickets to events, menus, etc. and introduce each item as a

means to provide a cultural setting and motivation. As a student selects an item from the box, hold it up and tell students what it

represents. For example, if a student selects a ticket to a museum, describe it and tell where it is from, how much admission is, and

what type of items can be found in the museum. Ask students questions related to item and tie it to their own cultural background. *

6. Map/Travel Guide – Using a map of the target language country, students will answer questions about tourist attractions,

restaurants, and hotels. *

http://www.youtube.com/

http://www.acentorural.com/turismoactivo/turismo_activo_deporte_aventura_naturaleza_andalucia.asp

http://earth.google.com/


7. PowerPoint – A PowerPoint presentation can be an effective way to introduce students to new vocabulary and authentic images.

Once the concepts are introduced, the teacher may incorporate authentic materials and questioning techniques to check for

understanding and reinforcement.

8. Role-Play – It provides opportunities for students in small groups to assume different roles or create skits. In order to maximize

language production during a role-play, brainstorm as a class: words, phrases, questions and statements you might hear during the

role-play.

9. 3-2-1 Reflection Strategy – 3 things you found out, 2 things you learned, 1 question you still have. There are different variations

on-line for this activity.

10. Think-pair-share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a

question about an assigned reading. This technique requires students to (1) think individually about a topic or answer to a question;

and (2) share ideas with classmates. Discussing an answer with a partner serves to maximize participation, focus attention and

engage students in comprehending the reading material.

11. TPR Storytelling – Total Physical Response – This is an effective strategy to make language understandable to novice students. Go

to World Language Curriculum page for the “Three Steps of TPR Storytelling”.

12. Two Stars and a Wish – This strategy lets students reflect on their own and each other’s work. Two Stars = two things that are

good about a piece of work. One Wish = one thing that can be improved and made better.

13. Visuals – Incorporate authentic images in the form of prints or a PowerPoint slide show to introduce/reinforce the vocabulary by

using word strips and questioning techniques.

14. Weather Maps – Use the image tab search “forecast” in a target language search engine to locate weather maps. Use the maps to

check for understanding while providing additional input in the target language. Spiral questions by starting with yes/no, either/or

and short responses. Sample questions: Is it cloudy in the center of Spain? What is the weather like in southern Spain?*

(*Adapted from World Languages Standard in Action – NJDOE


Appendix B

Common Core State Standards

The Common Core State Standards for English Language Arts (ELA) and Literacy lay out a vision of what it means to be a literate

person in the twenty-first century, describing the skills and understandings students are expected to demonstrate which have wide

applicability outside the classroom or workplace. The expectations are described in the ELA Anchor standards across four strands:

Reading, Writing, Speaking and Listening, and Language. These four strands are represented in the National Standards for Learning

Languages three modes of communication (interpersonal, interpretive, and presentational) and the level of proficiency demonstrated.

The Common Core strands of Reading, Writing, Speaking and Listening are captured in the standards for learning languages’ goal

area of Communication.

Interpersonal (speaking + listening or writing + reading)

Interpretive (reading, listening, viewing)

Presentational (writing, speaking, visually representing)

The Common Core Strand of Language is described for language learners through proficiency levels that outline three key

benchmarks achieved in world language programs given sufficient instruction over time:

Novice (beginning level)

Intermediate

Advanced

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing

or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text

Craft and Structure


4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze

how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,

or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and

sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors

take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective

selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.


Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under

investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary and or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)

for a range of tasks, purposes, and audiences.

College and Career Readiness Anchor Standards

for Speaking and Listening

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development,

and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


College and Career Readiness Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style

and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word

parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and

listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an

unknown term important to comprehension or expression. Adapted from the Alignment of the National Standards for Learning Languages with the Common Core State Standards: Performance Expectations,

www.actfl.org (June 21, 2013) Please visit the Trenton Public Schools Curriculum World Language Website to view or download the complete document.

http://www.actfl.org/


Appendix B

Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, a New Jersey FLAP Grant Project: More information is available at

http://flenj.org/CAPS?page=parent.

Intermediate Interpersonal Rubric

Exceeds Expectations Meets Expectations Does Not Meet Expectations

How well does the student

communicate?

(Text Type)

Student creates with language by

using strings of sentences.

Student creates with language by using

simple sentences and some strings of

sentences.

Student uses simple sentences,

isolated words, and memorized

phrases.

How well am is the student understood?(Comprehensibility)

Student is consistently understood.

Student is generally understood. Student is sometimes difficult to understand.


understand?(Comprehension)

Responses are mostly logical and

on topic.

Responses are generally logical and on

topic.

Responses are occasionally logical

and on topic.

What kind of vocabulary does the

student use?

(Language Use and Vocabulary)

Student uses a wide range of vocabulary appropriate to the

topic most of the time.

Student uses a range of vocabulary that accomplishes the task. However,

occasionally may use the wrong word or

expression.

Student uses basic vocabulary and resorts to English when unable to

communicate the message.

How well does the student keep the

conversation going? (Communication Strategies)

Student asks and answers

questions to maintain the conversation and to clarify. At

times, paraphrases to clarify

meaning.

Student maintains a simple conversation

by asking some questions, but doesn’t ask for clarification.

Student responds to basic, direct

questions, and asks simple questions.

How well does student

demonstrate cultural

understanding?

(Cultural Awareness)

Student generally demonstrates

awareness of cultural

appropriateness.

Student occasionally demonstrates

awareness of cultural appropriateness

Student does not demonstrate an

awareness of cultural appropriateness.

http://flenj.org/CAPS?page=parent




Intermediate Interpretive Rubric


Can the student identify the

main idea?

Student identifies the main ideas

presented in text.

Student identifies the main ideas of

the text.

Student does not identify the main ideas of the

text.

Can the student understand

supporting details?

Student understands most supporting

details of the text.

Student understands some

supporting details.

Student understands a few of the supporting

details.

Can the student infer

meaning?

Student understands the meaning of most cognates and word families.

Student derives the meaning of new words from context.

Student infers the author’s intent.

Answers demonstrate some cultural

awareness.

Student understands the meaning of some cognates and word families.

Student derives meaning of a few new words from context.

Student partially infers the author’s

intent.

Answers demonstrate little cultural

awareness.

Student understands the meaning of few cognates and word families.

Student does not derive the meaning of new words from context.

Student does not infer the author’s intent.

Answers do not demonstrate cultural

awareness.



Intermediate Presentational Rubric (Speaking/Writing)

Exceeds Expectations Meets Expectations Does not meet Expectations


communicate?

(Text Type and Language

Control )

Student creates with language by using strings of sentences and is generally

accurate.

Student creates with language by using simple sentences and some

strings of sentences and is

occasionally accurate.

Student uses simple sentences, isolated words, and memorized phrases with accuracy.

What kind of

vocabulary does the

student use?

(Vocabulary Use)

Student uses a wide range of

vocabulary appropriate to the topic.

Student uses a range of vocabulary

that accomplishes the task.

However, occasionally may use the

wrong word or expression.

Student uses basic vocabulary and resorts to

English when unable to find the appropriate

target language vocabulary.

How well is the student

understood?

(Comprehensibility)

Student is generally understood by

those unaccustomed to the speaking/writing of language learners.

Student is generally understood by

those accustomed to the speaking/writing of language

learners.

Student is understood with occasional difficulty by those accustomed to the speaking/writing of language learners.


capture and maintain the

audience’s attention?

(Impact)

Student makes good choices of

phrases, images, and content to maintain the attention of the audience.

Student sometimes uses phrases,

images, and content to maintain the attention of the audience.

Student uses mostly gestures or visuals to

maintain audience’s attention. Uses some phrases, but the vocabulary conveys very

basic information.

How organized and fluent

is the presentation?

(Communication Strategies)

Student organizes the presentation in a logical manner. Student speaks/writes

with fluency.

Student organizes the presentation in a logical manner. Student may pause

a few times, disrupting the flow of

the presentation.

Student focuses mostly on the completion of the task; pays little attention to the

organization and flow of my presentation.

How well does student


understanding?


Student generally demonstrates awareness of cultural appropriateness.

Student occasionally demonstrates awareness of cultural

appropriateness

Student does not demonstrate an awareness of cultural appropriateness.







Student Intermediate Interpersonal Rubric

Exceeds Expectations Meets Expectations Does not meet Expectations

How well do I

communicate?

(Text Type)

I create with the language by

using strings of sentences.

I create with language by using simple

sentences and some strings of sentences.

I use simple sentences, isolated

words, and memorized phrases.

How well am I

understood?

(Comprehensibility)

I am consistently understood. I am generally understood. I am understood with occasional difficulty.

How well do I

understand?

(Comprehension)

My responses are mostly logical and on topic.

My responses are generally logical and on topic.

My responses are occasionally logical and on topic.

What kind of

vocabulary do I use?

(Language Use and Vocabulary)

I use a wide range of vocabulary appropriate to the


I use a range of vocabulary that accomplishes the task. However,

occasionally I may use the wrong word or

expression.

I use basic vocabulary and resort to English when I am unable to

communicate my message.

How well do I keep

the conversation

going?

(Communication

Strategies)

I ask and answer questions to

maintain the conversation and

to clarify. At times, I paraphrase to make myself

understood.

I maintain a simple conversation by asking

some questions, but I don’t ask for

clarification.

I respond to basic, direct questions,

and ask simple questions.

How well do I


understanding?


I generally demonstrate

awareness of cultural

appropriateness.

I occasionally demonstrate awareness of

cultural appropriateness

I do not demonstrate an awareness of

cultural appropriateness.





Student Intermediate Interpretive Rubric


Can I identify the

main idea?

I identify the main ideas presented in

text.

I identify the main ideas of the text.

I do not identify the main ideas of the

text.

Can I understand

supporting details?

I understand most supporting details

of the text.

I understand some supporting

details.

I understand few supporting details.

Can I infer meaning? I infer the meaning of most cognates and word families.

I derive the meaning of many new words from context.

I infer the author’s intent.

My answers demonstrate some

cultural awareness.

I infer the meaning of some cognates and word families.

I derive the meaning of a few new words from context.

I partially infer the author’s intent.

My answers demonstrate little

cultural awareness.

I infer the meaning of few cognates and word families.

I do not derive the meaning of new words from context.

I do not infer the author’s intent.

My answers do not demonstrate cultural

awareness.



Student Intermediate Presentational Rubric (Speaking/Writing) Exceeds Expectations Meets Expectations Does not meet Expectations

How well do I

communicate?

(Text Type and

Language Control )

I create with the language by using strings of sentences and

am generally accurate.

I create with language by using simple sentences and some strings of sentences and

am occasionally accurate.

I use simple sentences, isolated words, and memorized phrases with accuracy.

What kind of

vocabulary do I use?

(Vocabulary Use)

I use a wide range of vocabulary appropriate to the


I use a range of vocabulary that accomplishes the task. However, occasionally I may use

the wrong word or expression.

I use basic vocabulary and resort to English when I am unable to communicate

my message.

How well am I

understood?

(Comprehensibility)

I am generally understood by

those unaccustomed

to the speaking/writing of language learners.

I am generally understood by those

accustomed to the speaking/writing of

language learners.

I am understood with occasional difficulty

by those accustomed to the

speaking/writing of language learners.

How well do I

capture and maintain

my audience’s

attention?

(Impact)

I make good choices of

phrases, images, and content to

maintain the attention of the audience.

I make some good choices of phrases,

images, and content to maintain the attention

of the audience.

I use mostly gestures or visuals to maintain

audience’s attention. I use some phrases,

but my vocabulary conveys very basic information.

How organized and

fluent is my

presentation?

(Communication

Strategies)

I organize my presentation in a logical manner. I speak/write

with fluency.

I organize my presentation in a logical manner. I pause a few times, disrupting the

flow.

I focus mostly on the completion of the task; I pay little attention to the

organization and flow of my presentation.

How well do I


understanding?


I generally demonstrate

awareness of cultural appropriateness.

I occasionally demonstrate awareness of

cultural appropriateness

I do not demonstrate an awareness of

cultural appropriateness.





Appendix D

Websites

http://www.state.nj.us/education/aps/cccs/wl/ (NJDOE World Language Home Page)

http://www.state.nj.us/education/modelcurriculum/wl/ (WL Model Curriculum)

http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf (Performance

Descriptors)

http://actflproficiencyguidelines2012.org/ (Proficiency Guidelines)

http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/ (Self-Assessment Checklists)

http://www.state.nj.us/education/aps/cccs/wl/ (NJDOE World Language Home Page)

http://www.state.nj.us/education/modelcurriculum/wl/ (WL Model Curriculum)

http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf (Performance

Descriptors)

http://actflproficiencyguidelines2012.org/ (Proficiency Guidelines)

http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/ (Self-Assessment Checklist)

http://flenj.org/CAPS?page=parent (Rubrics)

http://www.state.nj.us/education/aps/cccs/wl/

http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf

http://actflproficiencyguidelines2012.org/

http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/

http://www.state.nj.us/education/aps/cccs/wl/

http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf

http://actflproficiencyguidelines2012.org/

http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/


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